Laboratory assistant in biology. Recommendations for placing biology training equipment in the laboratory room. Requirements for the biology classroom

School biology classroom

School biology classroom- this is not only a class where biology lessons, elective and club activities are held and extracurricular tasks are performed, it is also the material base of the educational process.

The biology room helps solve the following problems:

Providing the educational process with the necessary equipment that increases the effectiveness of learning;

Widely used technical means in-class and out-of-class learning;

Providing educational didactic material corresponding to the program material;

Providing the necessary equipment various types extracurricular and extracurricular work.

A biology classroom should consist of a classroom, a laboratory and a wildlife corner.

Educational and methodological support for the classroom

1. Provision of visual aids: natural objects, herbariums, collections, wet preparations, carcasses and acrylates; visual media: graphic tables, contours, applications, three-dimensional models and dummies.

2. Provision of textbooks, teaching materials, handouts in accordance with educational program schools.

3. Providing students with learning indicators for all classes and topics.

4. Providing students with sets of standard tasks, tests, tests, multi-level tasks for diagnosing the fulfillment of the requirements of the basic and advanced level of the educational standard

5. Equipping with teaching aids to provide a varied program, program additional education within the framework of the functioning of the office.

6.Providing the classroom with textbooks on biology, scientific, popular science, educational and methodological literature for teachers and students.

7. Availability of a file cabinet for recording educational and didactic material, educational equipment, a file cabinet of assignments for implementing an individual approach to learning, organizing independent work and exercises for students, and conducting tests.

Requirements for office design

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

1. The presence of periodically changing exhibitions on botany, zoology, phenology, achievements of biological science, and local history material.

2. Availability of poster material with examples of students’ successful fulfillment of the requirements of educational standards, analysis typical mistakes, the results of intellectual marathons, olympiads, competitions, and students completing creative tasks.

4. Availability of a schedule for the study room for the compulsory program, elective classes, classes with lagging and gifted students, consultations.

5. Organization of a living corner of nature or a zoo arboretum.

6. Creating a phytodesign in the office from indoor plants (at least 30-40 species).

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

Requirements for the technical equipment of the office

1. Equipment for demonstrating educational films, filmstrips, slides (darkening, screen, stand for slide projector, electrical equipment).

2. Equipping the teacher’s workplace (remote control of equipment, dimming, lighting).

3. Tape recorder and audio recordings.

4. VCR and TVs, electronic MMK;

5. Equipment for automated knowledge control (PC, local network software).

6. Availability of a card index for films, videos, slides, CDs, electronic MM manuals.

Requirements for laboratory equipment and safety precautions:

1. Equipping the office with optical instruments: microscopes, magnifying glasses, laboratory glassware, excursion equipment (press, botanical machine, nets, pruning shears, etc.)

2. Equipping with fire-fighting equipment and first aid kit;

3. Availability of safety instructions;

4. Availability of a log of introductory and periodic safety briefings for students.

Documentation for certification of the biology room:

Purpose: To analyze the state of the classroom, its readiness to meet the requirements of educational standards, to determine the main directions of work for conducting a training classroom in accordance with the requirements of educational and methodological support of the educational process.

Classroom passport;

Inventory of property and documentation;

Inventory sheet for technical training aids;

Office work plan for this year and long-term work plan;

Office occupancy for a quarter, schedule of individual classes, electives, clubs;

Measurements of educational standard fulfillment;

Educational, methodological and reference literature;

Evaluation of the office's activities;

Card index of didactic, technical, laboratory material;

Certification of the classroom.

Requirements for the biology classroom

Biology room (laboratory, laboratory room)

1. Sanitary and hygienic requirements for the biology classroom.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

2. Requirements for a set of furniture in the classroom

2.1. The office uses specialized furniture:

To organize workplaces for students and teachers;

For correct and rational storage and placement of educational equipment;

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

Devices for interior design of the office;

For placement of equipment.

2.2. Furniture for organizing a teacher’s workplace:

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

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

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

Name of sections		Notes
Glazed section		Top, with shelves
Section with drawers		The doors are solid.
Section with blind doors		With a base, used as a bottom.
Section with trays		With a base, used as a bottom. The doors are solid

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

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

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

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

Top with blind doors - 8 pcs.

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

3.1. An overhead projector, a graphic projector, an epiprojector, a television (color, with a screen size of at least 61 cm diagonally), a video recorder, and a computer for the teacher’s work must be permanently placed in the classroom.

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

3.3. To connect projection equipment and other technical teaching aids, at least 3 plug sockets must be provided in the laboratory: one at the blackboard, another on the laboratory wall opposite the blackboard, and the third on the wall opposite the windows.

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

a) in the middle of the classroom (an overhead projector for demonstrating slides (If the school has filmstrips), an overhead projector with a short throw lens for demonstrating filmstrips, an epiprojector);

b) in the teacher’s workplace area (graphic projector and TV, VCR). The screen must be hung at an angle, because When working with a graphic projector, distortions occur on a vertical screen. The screen can be mounted on brackets above the blackboard at a distance of about 40 cm from the front wall (we also accept the method of hanging the screen from the ceiling on rods, cables or to a panel above the board).

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

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

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

4. Requirements for office premises

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

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

4.3. The area of the office should allow furniture to be placed in it in compliance with sanitary and hygienic standards. Student desks should usually be installed in three rows. Double-row or single-row installation of tables is allowed. The distance between tables in a row is 0.6 m, between rows of tables is at least 0.6 m, between rows of tables and longitudinal walls is 0.5-0.7 m, from the first tables to the front wall is about 2.6-2.7 m , the greatest distance from the last place of students from the blackboard is 8.6 m.

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

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

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

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

2.5. Requirements for equipping the classroom with educational equipment

5.1. The organization of a biology classroom involves equipping it with a full set of educational equipment in accordance with the current “Lists of educational equipment in biology for educational institutions Russia", approved by order of the Ministry of Education of the Russian Federation.

5.2. Biology educational equipment is divided into groups:

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

Instruments, utensils, supplies for demonstrations and laboratory work;

Dummies, models, relief tables;

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

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

Projection equipment for presenting information contained in the EZSO;

Tools of new information technologies (SNIT): personal electronic computers (PCs), packages application programs; demonstration equipment - a set of sensors and devices that provide information about a controlled physical parameter or process:

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

6. Requirements for the organization of workplaces for teachers and students

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

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

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

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

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

Convenient placement of equipment used in the lesson;

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

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

6.5. For the biology classroom, it is necessary to use student laboratory tables (table top size 600x1200 mm) with a plastic coating. In order for the furniture to match the height of the students, the following groups of tables should be placed in the office: 4 - 20%; 5 - 60%; 6 - 20%.

Dimensions of tables and chairs in the biology classroom

Growth group	Height of the rear edge of the table cover (in mm)	Height of the front edge of the chair seat (in mm)	markings

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

7. Requirements for placement and storage of equipment

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

Its safety

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

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

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

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

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

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

7.5. Skeletons of vertebrate animals are stored in closed cabinets.

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

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

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

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

7.10. Filmstrips, transparencies, slides, and videos are stored in factory packaging - in boxes, albums. They should be divided into sections of the biology course.

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

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

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

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

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

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

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

8. Requirements for the interior design of the office

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

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

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

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

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

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

2.2. Biology class ( laboratory, laboratory room)

2.2.1. Sanitary and hygienic requirements for the biology classroom

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

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

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

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

2.2.1.5. For artificial lighting, fluorescent lamps of the following types should be used: LS002×40, LP028X40, LP002-2×40,

LP034-4Х36, TsSP-5-2Х40. Luminaires should be installed in rows along the laboratory parallel to the windows. It is necessary to provide separate ( in rows) turning on the lamps. The blackboard should be illuminated by two mirror lamps installed parallel to it, type LPO-30-40-122Ts25) ( « oblique light"). Lamps should be placed 0.3 m above the top edge of the board and 0.6 m towards the classroom in front of the board.

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

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

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

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

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

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

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

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

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

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

2.2.2. Requirements for a set of furniture in a classroom

2.2.2.1. The office uses specialized furniture:

— to organize workplaces for students and teachers;

— for proper and rational storage and placement of educational equipment;

- for placing living objects ( plants and animals) used in demonstration experiments, observations in lessons and outside of school hours;

— devices for interior design of the office;

- for placement of equipment.

2.2.2.2. Furniture for organizing a teacher’s workplace:

— one section of the demonstration table ( GOST 18607-93) and a table for a teacher with a chair.

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

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

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

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

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

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

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

— top with blind doors — 8 pcs.

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

2.2.3.1. A slide projector, graphic projector, epiprojector, and TV must be permanently placed in the office ( color, with a screen size of at least 61 cm diagonally), a video recorder, a computer for the teacher’s work.

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

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

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

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

b) in the teacher’s workplace area ( projector and TV, VCR). The screen must be hung at an angle, because When working with a graphic projector, distortions occur on a vertical screen. The screen can be mounted on brackets above the blackboard at a distance of about 40 cm from the front wall ( The method of suspending the screen from the ceiling on rods, cables or to a panel above the board is also acceptable).

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

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

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

2.2.4. Requirements for office premises

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

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

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

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

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

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

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

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

2.2.5. Requirements for equipping the classroom with educational equipment

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

2.2.5.2. Biology educational equipment is divided into groups:

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

— instruments, utensils, supplies for demonstrations and laboratory work;

— dummies, models, relief tables;

- printed manuals ( tables, maps, textbooks, teaching materials, etc.);

— screen-sound teaching aids ( EZSO): videos ( films), filmstrips, transparencies, slides, banners);

— projection equipment for presenting information contained in the EZSO;

— means of new information technologies ( SNIT): personal electronic computers ( PC), application software packages; demonstration equipment - sensor set

and devices that provide information about the regulated Physical parameter or process:

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

2.2.6. Requirements for organizing workplaces for teachers and students

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

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

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

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

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

— convenient placement of equipment used in the lesson;

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

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

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

Dimensions of tables and chairs in the biology classroom

Furniture group	Growth group ( in mm)	Height of the rear edge of the table cover ( in mm)	Height of the front edge of the chair seat ( in mm)	Marking color

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

2.2.1. Requirements for placement and storage of equipment

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

- its safety

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

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

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

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

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

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

2.2.7.5. Skeletons of vertebrate animals are stored in closed cabinets.

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

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

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

2.2.7.9. Tables are stored in rolls or glued ( at the teacher's choice) on cardboard or fabric and arrange them by item in the table cabinets in the numbering order of each series.

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

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

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

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

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

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

2.2.7.16. To control pests in the school grounds, in a corner of wildlife, and to control museum pests, toxic substances are purchased in the biology classroom. Many of them are poisonous to humans. The label of the containers where these substances are stored must indicate « I". Toxic substances must be stored in a locked cabinet or safe.

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

2. 2. 8. Requirements for the interior design of the office

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

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

2.2.8.3. To illustrate the concept of the development of the organic world, it is advisable to use a printed table. Another element of the permanent exhibition is the stand « Phenological observations”, used in the study of all sections of the biology course. To decorate the side wall, materials from the series are used « Levels of organization of living nature", portraits of biologists.

2.2.8.4. Cabinets should be placed along the back wall ( two-section, the upper section is glazed), or showcases in which representatives are located ( in the form of herbarium material, stuffed animals, etc.) of the main systematic groups of flora and fauna, as well as exhibitions « Typical biocenoses."

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

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

ORGANIZATION AND EQUIPMENT

MODERN BIOLOGY OFFICE

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

* selection of premises;

* office layout;

* equipping the classroom with educational equipment;

* organization of work places for teachers and students;

* organization of the use of TSO;

* creation of a rational storage system for educational equipment;

* interior design of the office.

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

Stages of cabinet equipment

Creating a new account includes several stages:

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

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

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

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

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

Office premises and requirements for it

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

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

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

Lighting and electrical equipment.An important point in equipping the classroom is proper lighting, since a lack of light reduces the performance of students and leads to deterioration of vision. Windows are equipped sun curtains light colors or devices such as blinds. It is not recommended to use curtains made of polyvinyl chloride film. IN inoperative curtains should be placed in the walls between the windows. Cleaning and washing of windows is carried out twice a year - in spring and autumn.

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

For maximum use daylight and uniform lighting of classrooms is not recommended: painting over window glass; plant trees closer than 15 m, shrubs closer than 5 m from the school building.

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

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

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

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

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

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

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

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

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

Table 1

Outside temperature

(in degrees C)

Duration of room ventilation (min.)

in small changes

into big changes and

between shifts

from +10 to +6 from +5 to 0

from 0 to -5

-5 to -10 below -10

4-10

1-1,5

25-35

20-30

15-25

10-15

5-10

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

Office layout

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

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

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

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

Cabinet completion

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

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

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

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

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

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

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

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

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

table 2

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

Furniture rooms

according to GOSTs

11015-93

11016-93

Group

height (in mm)

Height above

floor edge of the table

according to GOST

11016-93 (in mm)

Height above the floor of the front

edge of the seat

GOST 1 1016-93 (in mm)

1450-1600

1600-1750

Over 1750

Equipment for student and teacher workplaces

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

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

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

Convenient placement of equipment used in the lesson;

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

Required level of illumination (150 lux).

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

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

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

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

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

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

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

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

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

TECHNICAL TOOLS FOR TEACHING BIOLOGY

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

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

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

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

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

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

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

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

Projection equipment

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Projection screens

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

Currently, there are many modifications of screens.

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

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

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

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

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

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

TEACHING EQUIPMENT AND DECORATION OF THE BIOLOGY OFFICE

Training equipment storage system

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Office interior design

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

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

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

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

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

Living objects in the biology classroom.

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

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

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

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

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

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

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

MUNICIPAL BUDGETARY EDUCATIONAL INSTITUTION "CHERNOMORSKAYA SECONDARY SCHOOL No. 1" OF THE MUNICIPAL EDUCATION CHERNOMORSKY DISTRICT OF THE REPUBLIC OF CRIMEA

PASSPORT

OFFICE OF BIOLOGY

Head of office:

Zavgorodnyaya Svetlana Yurievna,

biology teacher

General information about the office

Last name, first name, patronymic of the head of the office: Svetlana Yuryevna Zavgorodnyaya

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

Yakovchuk A.E.

Class responsible for office – 8-B ( classroom teacher– Yakovchuk A.E.)

Office area – 46.5 m2

Number of seats for students – 26

Ventilation mode – natural (transom)

Temperature- +18-21°С

List of basic equipment for the biology classroom,

pieces of furniture, TSO, additional funds

	Property name	Quantity
Items	Student desks
	Student chairs
	Teacher's desk
	Teacher's chair (semi-soft)
	Filing cabinets with glass
	Narrow filing cabinet
	Closed filing cabinets
	Wardrobes
	Semi-closed filing cabinet
	Green chalk board (3 sections)
	Computer (system unit, monitor, keyboard, mouse)
	Speakers

Study room - a school classroom equipped with visual aids, teaching equipment, furniture and technical teaching aids, in which methodological, educational, extracurricular and extracurricular work with students is carried out.

Purpose of the biology classroom

The biology classroom was created as an information-subject educational environment and a teaching and educational unit of a basic secondary school, equipped with educational visual aids, educational equipment, furniture, office equipment and devices for conducting theoretical and practical, in-class and extracurricular activities in the biology course.

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

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

Classes in the biology classroom should contribute to:

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

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

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

Education conviction in the possibility of knowing living nature, the need to take care of the natural environment, own health; respect for the opponent's opinion when discussing biological problems.

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

The purpose of certification of the classroom:

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

Objectives of the biology classroom:

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

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

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

Practical (assisting students in preparing and conducting various types of classes, providing systematic methodological developments and samples of creative work, organization of consultations for low-performing students);

School office equipment:

Stands reflecting the organization of educational work in the office.

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

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

Information indexes, extracts and catalogs of literature on issues of education and upbringing.

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

Teacher materials on the theory and practice of teaching and upbringing in the form of printed materials.

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

Technical means for viewing and listening to available teaching materials.

Desk, blackboard, lectern for conducting classes and meetings;

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

Available equipment and literary funds should provide:

Independent work of students with additional literature.

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

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

Biology and other classes academic subjects using new information technologies (SNIT), educational and visual aids.

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

Extracurricular activities using SNIT.

The main directions of the office's work

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

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

The office as a resource for additional education in extracurricular activities: in the office there is the necessary material for organizing extracurricular work with students: olympiad assignments in biology for students in grades 5-11, methodological literature for extracurricular activities in biology.

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

Student health status – important indicator teacher’s work in the field of using health-saving teaching principles. A system of competencies is implemented in the classroom, providing him with the ability to effectively analyze and design the educational space of the lesson according to the principles of health-saving technologies: dialogue, active listening, discussion, speaking reduces intellectual fatigue. It is imperative to determine the presence of children at risk for vision. They are given special attention. The air temperature is +18 o C, the relative air humidity is 55-60%, the noise level in the workplace is no more than 40 dB. Electrical sockets and electrical switches are marked: “220V”.

Desks and chairs meet sanitary requirements.

Rules for using the biology classroom

School students have the right:

Use the biology classroom for learning during biology lessons and in your free time outside of class.

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

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

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

School students are prohibited from:

Stay in the biology classroom without a change of shoes or outerwear.

There is one in the biology room.

Run around in the biology classroom, leaving trash behind.

Use the biology room for purposes other than its intended purpose (point 1).

Student Responsibilities:

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

When gross violation rules of conduct in the biology classroom or instructions on labor protection, the school administration (represented by the teacher leading the lesson) has the right to prohibit the student’s admission to classes conducted in the biology classroom. In this case, students study the material independently and submit it in the form of a test.

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

Safety rules for students in the biology classroom

Compliance with these instructions is mandatory for all students studying in the classroom.

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

Do not clutter the aisles with bags and briefcases.

Do not include TSO funds.

Do not go near open windows.

Do not move study tables and chairs.

Do not touch electrical outlets with your hands.

Injury hazard in the office:

when the electric lights are turned on

when turning on TSO devices

when carrying equipment, etc.

Do not bring foreign, unnecessary objects to class, so as not to be distracted and not to injure your classmates.

Safety requirements before starting classes

Enter the office calmly, without rushing.

Prepare your workplace and study supplies.

Do not change your workplace without the teacher's permission.

Students on duty wipe the board with a clean, damp cloth.

Safety requirements during classes

Listen carefully to the teacher's explanations and instructions.

Maintain order and discipline during the lesson.

Do not turn on the TSO devices yourself.

Do not carry equipment or TSO.

Complete all academic work as instructed by the teacher.

Maintain cleanliness and order in the workplace.

Follow the teacher's instructions when conducting practical work and excursions.

In the event of an emergency (fire, etc.), leave the classroom as directed by the teacher in an orderly manner, without panic.

If you are injured, contact your teacher for help.

If you feel unwell or suddenly become ill, notify your teacher.

Safety requirements after classes

Get your workspace in order.

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

Please report any shortcomings you discover during class to your teacher.

Leave the office calmly, without jostling, maintaining discipline.

Regulations

2.2.1. Sanitary and hygienic requirements for the biology classroom

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

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

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

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

2.2.1.5. For artificial lighting, fluorescent lamps of the following types should be used: LS002×40, LP028X40, LP002-2×40, LP034-4X36, TsSP-5-2X40. Luminaires should be installed in rows along the laboratory parallel to the windows. It is necessary to provide for separate (in rows) switching on of lamps. The blackboard should be illuminated by two mirror lamps of the type LPO-30-40-122TS25 (“oblique light”) installed parallel to it. Lamps should be placed 0.3 m above the top edge of the board and 0.6 m towards the classroom in front of the board.

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

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

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

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

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

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

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

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

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

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

2.2.2. Requirements for a set of furniture in a classroom

2.2.2.1. The office uses specialized furniture:

to organize workplaces for students and teachers;

for proper and rational storage and placement of educational equipment;

for placing living objects (plants and animals) used in demonstration experiments, observations in lessons and outside of school hours;

accessories for office interior decoration;

for placing equipment.

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

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

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

Name of sections		Notes
Glazed section		Top, with shelves
Section with drawers
Section with blind doors		With a base, used as a bottom
Section with trays		With a base, used as a bottom. The doors are solid

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

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

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

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

top with blind doors - 8 pcs.

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

2.2.3.1. An overhead projector, a graphic projector, an epiprojector, a television (color, with a screen size of at least 61 cm diagonally), a video recorder, and a computer for the teacher’s work must be permanently placed in the classroom.

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

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

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

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

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

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

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

2.2.4. Requirements for office premises

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

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

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

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

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

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

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

2.2.5. Requirements for equipping the classroom with educational equipment

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

2.2.5.2. Biology educational equipment is divided into groups:

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

instruments, utensils, supplies for demonstrations and laboratory work;

dummies, models, relief tables;

printed manuals (tables, maps, textbooks, teaching materials, etc.);

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

projection equipment for presenting information contained in the EZSO;

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

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

2.2.6. Requirements for organizing workplaces for teachers and students

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

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

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

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

sufficient work surface for writing, reading, making observations, etc.;

convenient placement of equipment used in the lesson;

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

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

2.2.6.5. For the biology classroom, it is necessary to use student laboratory tables (table top size 600x1200mm) with a plastic coating. In order for the furniture to match the height of the students, the following groups of tables should be placed in the office: 4 - 20%; 5 - 60%; 6 - 20%.

Dimensions of tables and chairs in the biology classroom:

Furniture group	Height group (in mm)	Height of the rear edge of the table cover (in mm)	Height of the front edge of the chair seat (in mm)	Marking color

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

2.2.1. Requirements for placement and storage of equipment

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

its safety;

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

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

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

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

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

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

2.2.7.5. Skeletons of vertebrate animals are stored in closed cabinets.

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

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

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

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

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

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

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

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

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

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

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

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

2. 2. 8. Requirements for the interior design of the office

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

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

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

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

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

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

Instruction No. 13

occupational safety for a biology teacher

General safety requirements

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

The teacher must:

Know yours job responsibilities and OT instructions.

Complete induction and on-the-job training.

Be guided in your work by internal regulations.

His work and rest schedule is determined by his work schedule.

Injury hazard in the office:

When using glass laboratory glassware.

When working with piercing and cutting instruments.

When working with various solutions.

When turning on electrical appliances and TSO equipment.

When working with insecticides.

If there are poisonous plants in the office.

When sanitizing plants, use only soap and tobacco solutions.

Report incidents of injury to the school administration.

Refers to electrical engineering personnel and must have the 2nd qualification group of electrical safety clearance.

Maintain personal hygiene and safety precautions.

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

Do not grow poisonous plants in the office.

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

Bear responsibility (administrative, financial, criminal) for violation of the requirements of the safety instructions.

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

Check availability of necessary laboratory equipment and drugs.

Check the serviceability of electric lighting and fume hood.

Ventilate the office.

Develop instructions on TB during practical classes and excursions.

Maintain personal hygiene and safety.

Maintain discipline and order in the office.

Do not allow students to turn on or carry TSO equipment.

Do not allow students to carry laboratory equipment and drugs.

Provide students with work clothes (robes).

Do not leave students unattended during practical classes.

Remove shards of glass and earthenware with a brush and dustpan.

Monitor the sanitary and hygienic condition of the office and work areas.

Safety requirements in emergency situations

In case of emergency, take measures to evacuate students.

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

Provide first aid to victims in case of injury.

If a student suddenly falls ill, call a health professional and inform parents.

Disconnect the TSO equipment from the power supply.

Check cleaning of work areas.

Accept work clothes from students.

Transfer to laboratory glassware, equipment and preparations.

After the tour, check the number of students present.

Ventilate the office.

Turn off the electric lights and lock the office.

About all the shortcomings discovered during training sessions, inform the administration.

Instruction No. 14

on labor protection during demonstration experiments in biology

General safety requirements

Teachers who are at least 18 years old, who have undergone occupational safety training, a medical examination and who have no contraindications due to health conditions, are allowed to conduct demonstration experiments in biology. Students are not allowed to prepare and conduct demonstration experiments in biology.

Persons authorized to conduct demonstration experiments in biology must comply with internal regulations, training schedules, and established work and rest schedules.

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

Poisoning poisonous plants and toxic substances of mushrooms.

The office where biology classes are held must be equipped with a first aid kit with a set of necessary medications and dressings.

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

The victim or eyewitness to the accident must immediately report to the administration of the institution about each accident. If equipment, devices and tools malfunction, stop work and inform the administration of the institution.

While working, observe the rules of personal hygiene and keep the workplace clean.

Persons who fail to comply with or violate labor safety instructions are subject to disciplinary action in accordance with internal labor regulations and, if necessary, are subject to an extraordinary test of knowledge of labor safety standards and regulations.

Safety requirements before starting work

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

Thoroughly ventilate the office area.

Safety requirements during operation

When using cutting and stabbing instruments (scalpels, scissors, dissecting needles, etc.), be careful to avoid cuts and punctures, only grasp the instrument by the handles, and do not point their pointed parts at yourself or students.

Use caution when working with laboratory glassware and glassware. Thin-walled laboratory glassware should be secured in tripod clamps carefully, slightly turning around a vertical axis or moving up and down. Handle slides lightly by the edges to avoid cutting your fingers.

When using an alcohol lamp to heat liquids, protect your hands from burns. Liquids should be heated only in thin-walled vessels (test tubes, flasks, etc.). When heating, do not point the opening of the test tube or the neck of the flask towards yourself or the students. When heating liquids, do not lean over the containers or look into them.

When heating glass plates, you must first heat the entire plate evenly, and then carry out local heating.

Boiling flammable liquids over an open fire is prohibited.

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

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

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

Safety requirements in emergency situations

If a flammable liquid is spilled and ignites, immediately remove students from the classroom, report the fire to the administration of the institution and the nearest fire department, and begin to extinguish the fire using primary fire extinguishing equipment.

If injured, provide first aid to the victim and inform the administration of the institution, if necessary, send the victim to the nearest medical facility.

Safety requirements after completion of work

Tidy up the workplace, remove equipment, instruments, tools, medications, chemicals.

Instruction No. 15

on labor protection during laboratory and practical work in biology

General safety requirements

Students from the 6th grade who have undergone instruction in labor safety, medical examination and have no contraindications due to health conditions are allowed to conduct laboratory and practical work in biology.

Students must comply with the rules of behavior, the schedule of classes, and the established work and rest schedules.

When conducting laboratory and practical work in biology, students may be exposed to the following dangerous and harmful production factors:

Chemical burns when solutions of acids, alkalis and other caustic substances come into contact with the skin and eyes.

Thermal burns in case of careless handling of alcohol lamps.

Cuts and punctures on the hands due to careless handling of laboratory glassware, cutting and piercing instruments.

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

Students are required to follow fire safety rules and know the location of primary fire extinguishing equipment. The biology classroom must be equipped primary means fire extinguishing: fire extinguishers - chemical foam and carbon dioxide, a box of sand.

The victim or eyewitness of the accident must immediately report each accident to the teacher (teacher), who informs the administration of the institution. If equipment, devices and tools malfunction, stop working and inform the teacher (teacher) about it.

While working, students must follow the procedure for conducting laboratory and practical work, the rules of personal hygiene, and keep the workplace clean.

Students who fail to follow or violate labor safety instructions are held accountable and all students are given unscheduled instruction on labor safety.

Safety requirements before starting work

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

Prepare the workplace for work, remove foreign objects.

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

Safety requirements during operation

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

When using cutting and stabbing instruments (scalpels, scissors, dissecting needles, etc.), be careful; to avoid cuts and punctures, take the instrument only by the handles, do not point their pointed parts at yourself or at your comrades, place them on the workplace with the pointed ends away from myself.

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

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

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

When preparing preparations for examining them under a microscope, carefully take the coverslip with a large and index fingers by the edges and carefully lower it onto the glass slide so that it rests freely on the preparation.

When using solutions of acids and alkalis, pour them only into glass containers and do not allow them to come into contact with the skin, eyes or clothing.

When working with solid chemicals, do not take them with unprotected hands, do not taste them under any circumstances, and use special spoons (not metal) to test them.

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

Safety requirements in emergency situations

If flammable liquids are spilled or organic matter immediately extinguish the open fire of the alcohol lamp and inform the teacher (teacher) about this; do not clean up spilled substances yourself.

If laboratory glassware or glassware breaks, do not pick up the fragments with unprotected hands, but use a brush and dustpan for this purpose.

If you receive an injury, inform the teacher (teacher) about this, who will provide first aid to the victim, inform the administration of the institution about this, and, if necessary, send the victim to the nearest medical facility.

Safety requirements after completion of work

Put the workplace in order, hand over equipment, devices, tools, medications, chemicals to the teacher (teacher).

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

Ventilate the office area and wash your hands thoroughly with soap.

Instruction No. 16

on labor protection during excursions in biology

General safety requirements

Students from the 6th grade who have undergone occupational safety instructions, a medical examination and have no contraindications due to health conditions are allowed to take biology excursions.

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

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

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

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

Poisoning by poisonous plants, fruits and mushrooms.

Infection with gastrointestinal diseases when drinking water from open, untested reservoirs.

When conducting a biology excursion, be sure to have a first aid kit with a set of necessary medications and dressings to provide first aid for injuries.

During a biology excursion, students are required to follow fire safety rules, not make fires or use open fire in the forest.

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

The victim or an eyewitness to the accident must immediately report each accident to the tour leader, who will provide first aid to the victim, if necessary, send him to the nearest medical facility and inform the administration of the institution.

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

Students who fail to follow or violate safety instructions are held accountable and all students are given an unscheduled safety briefing.

Safety requirements before the excursion

Before conducting an excursion in biology, its leader is obliged to carefully examine the area where students will be taken, choosing places where there are no dangers for children, as well as safe routes of movement.

Use posters to familiarize yourself with local poisonous and dangerous animals, reptiles, insects, plants, fruits and mushrooms.

Wear clothing and shoes appropriate for the season and weather. To prevent injuries and bites to your feet, wear pants or stockings. To avoid chafing your feet, shoes should be the right size.

Make sure that you have a first aid kit and that it is equipped with the necessary medications and dressings.

Safety requirements during the excursion

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

When studying the flora and fauna of a reservoir, avoid deep places and do not enter the water. To familiarize yourself with living objects in a reservoir, use nets with long handles. The use of boats or gangways is not permitted.

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

It is prohibited to use toxic substances (chloroform, sulfuric ether, etc.) to pickle insects.

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

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

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

To avoid contracting gastrointestinal diseases, do not drink water from open, untested reservoirs; to do this, use water from a flask, which you must take with you.

Safety requirements in emergency situations

If bitten by poisonous animals, reptiles, or insects, immediately send the victim to the nearest medical facility and inform the administration of the facility.

If injured, provide first aid to the victim, if necessary, send him to the nearest medical institution and inform the administration of the institution about this.

I approve

Director

MBOU "ChSS No. 1"

Office work plan for the 2016/2017 academic year

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

The main tasks of the office:

Systematization and updating of didactic and handout materials.

Systematization and updating of methodological literature.

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

Design of educational and information stands.

Aesthetic design of the office.

Conducting individual lessons, consultations on preparation for the Unified State Exam and the Unified State Exam in the subject.

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

Name of events	Period of execution	Responsible
Organizational work
Preparing and cleaning the office premises, updating material		Head office
Preparation of stands and their design		Head office
Checking the serviceability of technical devices		Head office
Thematic planning for the 2016/2017 academic year		Head office
Drawing up a work schedule for the office for the 2016/2017 academic year		Head office
Preparation of office documentation		Head office
Analysis of the work of the office for the 2016/2017 academic year		Head office
Work on updating the educational and methodological base for the office
Replenishment of the bank of educational resources (compilation of supporting notes, educational and methodological material on the subject)	During a year	Head office
Replenishment of the database of control and measuring materials on the subject	During a year	Head office
Creation of a bank for the OGE and the Unified State Exam (electronic form)	During a year	Head office
Design of methodological folders for the office: “Labor safety”, “Regulatory documents”, “Programs and planning of teacher’s work”, “Work on self-education of teachers”, “Work with gifted children”	During a year	Head office
Office-based events
Conducting the school stage of the All-Russian Biology Olympiads		Head office
Preparing students for the municipal stage of the All-Russian Biology Olympiads		Head office
	During a year	Head office
Preparation and conduct of the subject week		Head office
Safety precautions
Conducting safety training	September, throughout the year	Head office

I approve

Director

MBOU "ChSS No. 1"

T.I. Moiseichenko

"_____" __________________ 2016

Biology classroom schedule

for the 2016/2017 academic year

Days of the week
Monday




	Individual work

		Working with gifted children
		Working with gifted children

Head of the office S.Yu. Zavgorodnyaya

Long-term work plan for the biology classroom

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

Tasks:

Improving the material and technical base of the classroom, introducing ICT into the educational process.

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

	Name of events	Responsible
	Office-based events
	Design and research activities of students	Teacher, students
	Subject week	Teacher, students
	Club work on the subject
	Individual work with students
	Extracurricular activities on the subject: conducting biological evenings, quizzes	Teacher, students
	Consultations and additional classes on the subject
	Updating the educational and methodological base of the classroom
	Replenishment of the bank of educational resources (basic notes, educational and methodological material on the subject, presentations, videos)
	Replenishment of the database of control and measuring materials in the subject (intermediate and final certification, preparation for the Unified State Exam and Unified State Exam)
	Purchasing educational equipment for the subject	Teacher, administration
	Design of information stands, demonstration tables and posters on the subject	Teacher, students
	Design of thematic folders for the biology classroom: "Occupational Safety and Health" "Regulations" “Programs and planning of teacher work” “Work on teacher self-education” "Working with Gifted Children" "Measurers of educational standards" "Extracurricular work in biology" "Modern educational technologies"
	Updating the material and technical base of the office
	Purchase: Computer desk Demonstration table Multimedia projector Interactive whiteboard Printer-copier	Teacher, administration

List of standard educational visual aids and educational equipment

	Name of standard educational visual aids, educational equipment	Quantity
	Set of biology tables demonstration. “Botany 1” (12 tables, form A1, lam.)
	Set of microslides “Anatomy”
	Set of micropreparations “Zoology”
	Set of microslides “General Biology” (Type 1)
	Set of biology tables demonstration. “Botany 2” (18 tables, form A1, lam.)
	Levenhuk 25ng monocular microscope
	Lung alveoli model
	Stomach model
	Model circulatory system
	Nervous system model
	Model digestive system
	Lumbar vertebra model with spinal cord and cauda equina nerves
	Plant stem model
	DNA structure model
	Ear model
	Human skull with painted bones
	Skeleton of a pigeon
	Frog skeleton
	Herbarium for the course of fundamentals of general biology (20 sheets)
	Urinary system (bas-relief model)
	Liver (bas-relief model)
	Portraits of biologists (26 pcs., A4 form)
	Mushroom dummies set
	Set of vegetable models
	Set of fruit models
	Herbarium “Plant Morphology” (6 topics, 30 species)
	Eye model
	Cross-sectional model of the brain
	Cross-sectional model of a kidney
	Heart model (laboratory)
	Relief table “Stomach of a ruminant animal” (shape A1, matte laminated)
	Application model “Cell division. Mitosis and meiosis" (laminated)
	Demonstration table “Soils, plants and animals of natural areas” (vinyl, 70×100)
	Internal structure earthworm (bas-relief)
	Internal structure of a rabbit (bas-relief)
	Internal structure of a beetle (bas-relief)
	Internal structure of a frog (bas-relief)
	Internal structure of the hydra (bas-relief)
	Internal structure of a pigeon (bas-relief)
	Internal structure of a dog (bas-relief)
	Internal structure of a lizard (bas-relief)
	Herbarium "Plant Communities"
	Herbarium “Main groups of plants” (52 sheets)
	Wet preparation “Internal structure of fish”
	Wet preparation “Internal structure of a frog”
	Wet preparation “Internal structure of a rat”
	Wet preparation “Internal structure of poultry”
	Wet preparation “Internal structure of a gastropod” (bas-relief)
	Root structure
	Cellular structure of a leaf (bas-relief model)
	Plant cell (bas-relief model)
	Structure of a lizard (bas-relief model without frame)
	Microscope MP-900

List of textbooks and teaching aids

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