“Forms of organization and conduct of extracurricular and extracurricular activities of biology students. Outline of a lesson in biology (7th grade) on the topic: Extracurricular lesson in biology

Municipal state educational institution

Oktyabrskaya secondary school

Manturovsky municipal district

Kostroma region

Municipal competition methodological developments on the topic of:

"Birds are our feathered friends"

Extracurricular activity in biology

"Familiar Strangers"

teacher of biology and geography

MKOU Oktyabrskaya secondary school

Oktyabrsky village

2015

Extracurricular activity in biology (7th grade)

Subject : Familiar strangers

Target: generalize and deepen knowledge about birds of the Kostroma region

Tasks:

Educational: generalize and systematize knowledge about birds native land

Developmental: develop the ability to analyze, compare, develop thinking, attention, memory, and practice skills in working with drawings.

Educational : to cultivate a caring attitude towards nature, towards birds, love for the native land, ecological culture.

Relevance of the lesson:

Developing cognitive interest in one's subject is one of the main tasks facing a biology teacher. This includes a huge number of different forms of activity in class and extracurricular activities. Game tasks always arouses the interest of students. The event is aimed at developing the skills to apply knowledge when performing various tasks, analyze, compare, summarize data, and think logically and critically.

Methods and forms:

Student learning is collaborative; The individual characteristics of students are taken into account. During the event, it is planned to use innovative and traditional methods and forms: verbal (information, discussion), information and communication (work with tasks, text, drawings) . Students work in groups and individually. Equal interaction between all participants is assumed.

The target audience: 7th grade students

Means of education : computer, multimedia projector, screen, presentation, handouts, barrels with numbers, images of birds, poems about nature, audio recording with bird voices.

Progress of the lesson

Today, guys, we are conducting an extracurricular biology lesson “Familiar Strangers” to test your knowledge about the birds of the Kostroma region. (SLIDE 1)

Why is the lesson called “Familiar Strangers”?

Because we will meet famous birds, but every bird always remains a mystery to us.

I would like to start the lesson with the poems of Nikolai Grishin.

1 student

Love the forest and take care

Their songs have sound threads

They originate from forests.

2 student

Oh, how similar the birds' trills are,

Interrupted forest dreams,

To the ringing of birches, to the whisper of spruce,

To the rustle of willow and pine.

3 student

It seems like I'm in love forever

Transparently clean, like rivers,

And thin, like streams.

4 student

How uninteresting the world would be,

If only the birds would not sing in the forests

After all, a man without bird songs

He won't learn to sing on his own.

5 student

And who has been soulless towards forests since birth,

Let him cut down one tree,

He wounds his mother - nature

And he impoverishes himself.

The world of birds is very diverse. In total there are about 9 thousand species of birds. Of these, 107 bird species are protected. What beautiful and unique, and most importantly defenseless creatures birds are. There are very large birds, and there are also tiny ones. There are birds that fly above the clouds, and there are birds that don't fly at all. Some birds live only in the forest, others in the water. Some birds feed on fish, others on insects. There are birds of prey that eat other birds and animals, and there are also “vegetarians” who eat only plant foods.

But all these birds are our true friends.

2 teams take part in our game.

Each team must come up with a name related to the world of birds.

1 COMPETITION “DEFINE” (SLIDE 2)

There are birds in front of you

1. owl 5. falcon

2. eagle owl 6. bullfinch

3. golden eagle

4. hawk

1 task. Are only birds of prey represented here? Is it so?

+ (No. The bullfinch is not a bird of prey)

Task 2. Birds of prey provide benefits by killing large numbers of rodents. Are all these birds beneficial? Explain your answer.

+ (No. The hawk destroys chickens, geese, ducks, hares)

3 task. Some birds of prey are domesticated and used for hunting. Which birds are presented? And for hunting whom?

+ (Berkuts - for hares, falcons - for ducks)

4 task. Which bird is a songbird?

Bullfinch

2 COMPETITION “WHO IS BIGGER?” (SLIDE 3)

Write down who has the most names of birds living in Russia (Time 1.5 minutes)

3 COMPETITION “HOLIDAY DINNER” (SLIDE 4)

There is a menu in front of you. Choose a festive dinner for the birds: woodpecker, black grouse, falcon, owl, tit, eagle (each team is given a table on pieces of paper)

(Write down your answer)

4 COMPETITION “ENCRYPTION” (SLIDE 5)

The names of which birds are encrypted here

NARVAO - crow

RVAKYAK - mallard

KACHYA - seagull

VERTEET - black grouse

KAISO - polar cod

5 COMPETITION “GUESS” (SLIDE 6)

There are birds in front of you

tit

finch

rook

stork

martin

cuckoo

1 task . Do all birds winter in our area?

+ (No. The stork, swallow, rook do not hibernate)

2 task . Which of these birds is considered the “harbinger of spring”?

Rook

3 task. In the spring, all these birds build nests. Is it so?

+ (No. Stork, cuckoo)

6 COMPETITION “NUMBERS FROM A BARREL” (SLIDE 7)

(teams take turns pulling out barrels with question numbers from the box)

1. Everyone knows that birds hatch their chicks, but can birds hatch their chicks?

Yes. Owls and other birds of prey incubate a clutch from 1 egg

2. Which birds have their chicks growing in the ground?

In swallows, kingfishers, i.e. in all birds nesting in burrows

3. In a moment of severe shock, a hazel grouse (for example, if it falls into the claws of a hawk) feathers fall out profusely. How can this feature be explained?

The adaptability of birds, because the predator has only feathers left.

4. All schoolchildren who have studied ancient history know that geese saved Rome. When the Gauls tried to attack the Roman fortress at night, the geese started screaming. The Romans woke up and repelled the enemy attack. How to explain the behavior of geese?

With loud cries, geese warn their fellows of danger.

7 COMPETITION “BEAKE” (SLIDE 8)

It is believed that the shape of the beak can be used to determine what a bird eats. Here are the types of beaks. Determine what food each beak is adapted for.

8 COMPETITION "TRICKY QUESTION" (SLIDE 9)

1) Which bird has the fastest speed? (swift 144 km/h)

2) What bird throws its chicks into other people's nests? (cuckoo)

3) Which bird hatches its chicks in winter? (crossbill)

4) Which bird has 40 letters “a” in its name? (magpie)

5) Black, agile, shouts “krak”, enemy of all worms (rook)

6) Silent during the day, screams at night. (owl)

7) What is the bird’s body temperature (40, 42 degrees)

8) In the middle of the trees, blacksmiths forge (woodpecker)

9 COMPETITION "MUSICAL" (SLIDE 10)

The jury sums up the final results

(Awarding teams with diplomas)

Today we remembered birds. We learned something new about our feathered friends. How much they mean to us, both small and large, but how many of them have already been destroyed. You all know about the “Red Book”. It contains endangered or extinct species of plants and animals. The Red Book also appeared in the Kostroma region. 56 species of birds are included there. This is……..(SLIDE 11)

I hope that you will do everything in your power to keep this book updated.

Oh, how much life there is in a bird's agility,

In that unquenchable, ringing one,

Love the forest and take care

He will repay you with kindness.

Individual lessons - work in a corner of wildlife, work at a school experimental site, work in nature, extracurricular reading.

Group classes - a circle of young naturalists, the work of “assistants” of the office on its equipment.

Mass activities - lectures and film demonstrations, excursions and nature trips, scientific evenings and conferences, exhibitions of the work of Olympiad students, campaigns: Harvest Day, Garden Week, Bird Day, Biological KVN, etc.

Occasional group, circle and mass classes can be combined into a group of forms of collective extracurricular work.

An individual form of extracurricular work in biology is carried out in almost every school. Trying to satisfy the needs of individual students interested in biology, the teacher offers to make some observations in nature, read this or that popular science book, make a visual aid, select material for a stand, etc.

But in this case, it is necessary to find out the biological interests of schoolchildren, constantly keep them in sight, set a task - to develop their interests in one direction or another, select appropriate individual tasks for the implementation of this task, complicate and expand their content. Occasional group work is usually organized in connection with the preparation and holding of school public events, for example, a holiday dedicated to Bird Day, Forest Day, Garden Week, Health Week, etc.

To carry out such work, the teacher selects a group of students interested in biology, instructs them to find the necessary material, publish a wall newspaper, prepare reports, amateur artistic activities, etc.

Usually, after the completion of one or another mass event, the episodic group disintegrates, and then, after a certain period of time, in connection with the preparation and holding of another mass event, it is created again, and its composition changes significantly.

The circle of young naturalists is the main form of extracurricular activity. In contrast to episodic group work, a circle includes schoolchildren who systematically work in it for a year or a number of years. The composition of the circle is usually stable.

A large number of students are involved in mass work - several classes, the entire school. Mass extracurricular activities are characterized by a socially beneficial orientation. Usually schools organize such types mass work, such as holidays, evenings, campaigns, hours of entertaining biology, biological conferences, Olympiads, etc.

Biological KVN (club of cheerful and resourceful people) includes two teams selected from several classes, each of which, 2-3 weeks before the start of the resourcefulness competition, prepares greetings for the opposing team, questions, riddles, poems and stories about living organisms. The presenter also prepares for KVN in advance.

A jury is elected to evaluate the teams' work during the competition. The biology teacher - the organizer of KVN - supervises all the work. The teacher recommends relevant literature to the team members, inquires about the progress of preparation, and advises how to implement their plans in the most interesting way possible.

Fans are invited to biological KVN - all interested students. The date of the KVN is announced in advance and an announcement is posted. Fan participation is also assessed and their scores are added to the scores received by the team they are “supporting”. Hours of entertaining biology are usually organized in each class. The duration of one lesson is an academic hour.

Students prepare each hour of entertaining biology in advance. They select the necessary information from the literature recommended by the teacher, arrange it, and prepare visual aids.

When classes are given a playful form (for example, travel), facilitators are trained.

During the lesson itself, the presenter invites the schoolchildren to take a trip, names stopping points, during which pre-prepared youths report certain interesting information about plants (animals), etc.

The presenter invites participants to guess some biological riddles, solve crosswords, teawords, and answer quiz questions.

Various evenings are organized in a similar way.

Each evening is preceded by a lot of preparatory work: the program of the evening is developed, the topics of reports and messages are distributed among the organizers, the entertaining part of it is prepared (quiz questions, biological games, crosswords, teawords, etc.), amateur performances (poems, dramatizations, songs, musical numbers, dancing), decoration hall, exhibitions of students' works.

All of the listed types of extracurricular work in biology are interconnected and complement each other.

In schools where extracurricular work in biology is well organized, there cannot be just one form of it. Carrying out mass events is necessarily associated with either individual or group work in their preparation, or with the work of a circle of young naturalists.

Methodological development

Extracurricular work in biology

Fedorova Sofia Andreevna

Plan

Introduction

1. General characteristics of extracurricular work in biology

1.2 Educational importance of extracurricular activities in teaching biology

2. Forms and types of extracurricular activities

Conclusion

Literature

Application

Introduction.

Biology is perhaps one of the most interesting subjects in the school course. After all, it is in biology lessons that teachers try to instill in students a conscious attitude to work, develop the necessary practical skills, the desire for independent mastery of knowledge, and, of course, the development of interest in research activities.

School biological disciplines are of great importance in the formation of a comprehensively developed personality. Biology lessons, laboratory classes, and practical work make it possible to equip students with deep and lasting knowledge about living nature, as well as to form their scientific and materialistic views on nature. In the process of teaching biology, schoolchildren develop patriotic feelings and aesthetic tastes. Along the way, schoolchildren develop a love for nature and the living world, and a desire to preserve and protect them.

In developing students' interest in biology, a significant place is given to extracurricular activities, which are conducted by each biology teacher in different ways. Some work in additional electives and clubs, others give independent biological tasks to students, but main feature extracurricular work - its complete design taking into account the interests and inclinations of students. Along with this, extracurricular biology classes provide an unlimited opportunity for the development of creative activity in schoolchildren.

The development of interest is a complex process that includes intellectual, emotional and volitional elements in a certain combination and relationship.

All teachers know that students' interests are very diverse. They completely depend on the individual characteristics of the individual, as well as on the influence external factors(schools, families, friends, radio, television and now the Internet, which has become firmly entrenched in our lives, etc.). Interests can vary not only in nature, but also in duration, intensity, persistence and focus. Sometimes interest takes on the character of an inclination.

This is often facilitated by extracurricular activities, especially if they encourage students to creative exploration, to the practical application of acquired knowledge (for example, when conducting experiments in a corner of wildlife, on a school site, etc.), to reading popular science literature on biology .

How can we awaken in the younger generation an interest in living things, in caring for their preservation and increase? How to vaccinate with early childhood caring attitude towards nature, its vast flora and fauna?

This is largely facilitated by non-traditional forms of education (various holidays, themed evenings, role-playing games, quizzes, etc.), which improve self-education skills, practical skills of students, and broaden their horizons.

The development of external feelings was given great importance by the great methodologists of the past in our Russian school. Regarding this, the famous methodologist A.Ya. Gerd wrote: “There are many people with healthy senses, but who have not used them not only for their comprehensive and complete development, but also for receiving outside world clear, distinct, figurative representation. Is successful activity in the outside world possible without such an idea? A person with subtle external feelings has enormous advantages in comparison with a person with unsophisticated feelings. He is incomparably more insightful and resourceful, delves deeper into everything, and therefore works more thoroughly: he derives greater benefit from everything, finds interest and accepts live participation where the other remains completely indifferent.”

Target: study the methods of teaching extracurricular work in biology at school.

Tasks:

• Give a general description of extracurricular work in biology at school.
• Consider the forms and types of extracurricular activities.
• Consider the content and organization of extracurricular work in biology at school.

1. General characteristics of extracurricular activities

Educational tasks school course biology are most fully resolved on the basis of the close connection of the classroom teaching system with the extracurricular work of students. The knowledge and skills in biology acquired by students in lessons, laboratory classes, excursions and other forms of educational work find significant deepening, expansion and awareness in extracurricular activities, which have a great impact on general increase their interest in the subject.

In methodological literature and school practice, the concept of “extracurricular work” is often identified with the concepts of “extracurricular work” and “extracurricular work,” although each of them has its own content. Additionally, extracurricular activities are often considered a form of learning. Based on a comparison of these concepts with other generally accepted methodological concepts, extracurricular work should be classified as one of the components of the system of biological education for schoolchildren, extracurricular work as one of the forms of teaching biology, and extracurricular work in biology as part of the system of additional biological education for schoolchildren.

Extracurricular work in biology is carried out during extracurricular hours. It is not compulsory for all schoolchildren and is organized mainly for those who have an increased interest in biology. The content of extracurricular work is not limited to the framework of the curriculum, but goes significantly beyond its boundaries and is determined mainly by schoolchildren by those interests, which in turn are formed under the influence of the interests of the biology teacher. Very often, for example, teachers interested in floriculture engage schoolchildren in studying the diversity and growing of ornamental plants, and teachers interested in bird biology subordinate almost all extracurricular work to ornithological topics. Extracurricular activities are implemented in its various forms.

Extracurricular work, like extracurricular work, is carried out by students outside the lesson or outside the classroom and school, but always according to the teacher’s assignments when studying any section of the biology course. The content of extracurricular work is closely related to the program material. The results of completing extracurricular tasks are used in the biology lesson and are assessed by the teacher (he puts marks in the class journal). Extracurricular activities include, for example: observations of seed germination, assigned to students when studying the topic “Seed” (6th grade); completing a task related to observing the development of an insect when studying the type of arthropods (grade 7). Extracurricular activities include summer biology assignments provided for in the curriculum (grades 6 and 7), as well as all homework of a practical nature.

Extracurricular work of students, in contrast to extracurricular and extracurricular activities, is carried out with extracurricular institutions (stations for young naturalists, institutions of additional education) according to special programs developed by employees of these institutions and approved by the relevant public education authorities.

1.2 Educational importance of extracurricular activities in teaching biology

This significance has been proven by both methodological scientists and experienced biology teachers. It allows students to significantly expand, realize and deepen the knowledge acquired in the lessons, turning them into lasting beliefs. This is due primarily to the fact that in the process of extracurricular work, not constrained by the specific framework of lessons, there are great opportunities for using observation and experiment - the main methods biological science. By conducting experiments and observing biological phenomena, schoolchildren acquire specific ideas about objects and phenomena of the surrounding world based on direct perceptions. Students conducted, for example, long-term observations of the growth and development of a flowering plant or the growth and development of a cabbage butterfly or an ordinary mosquito, or experiments related to the development of conditioned reflexes in animals of a corner of nature, leave deeper traces in the minds of children than the most detailed stories or conversations about this using visual tables and even special videos.

The widespread use of various tasks related to conducting observations and experiments in extracurricular activities develops students' research abilities. In addition, the specificity of the observed phenomena, the need to briefly record what is observed, draw appropriate conclusions, and then talk about it in a lesson or a circle session contributes to the development of students’ thinking, observation skills, and makes them think about what previously passed their attention. In extracurricular activities, individualization of learning is easily carried out and a differentiated approach is implemented.

Extracurricular activities allows you to take into account the diverse interests of schoolchildren, significantly deepen and expand them in the right direction.

In the process of extracurricular work, performing various experiments and making observations, protecting plants and animals, schoolchildren come into close contact with living nature, which has a great educational influence on them.

Extracurricular work in biology makes it possible to more closely connect theory with practice. It introduces schoolchildren to various feasible labor: preparing the soil, conducting experiments and observing plants, caring for them, planting trees and shrubs. preparing food for feeding birds, caring for farmed animals, which, in turn, instills in them a sense of responsibility for the assigned task, the ability to complete the work started, and contributes to the development of a sense of collectivism.

If extracurricular work is related to the production of visual aids from material collected in nature, as well as dummies, tables, models, organization of biological olympiads, exhibitions, graduation wall newspapers, it creates a need for schoolchildren to use popular science and scientific biological literature, to become familiar with extracurricular reading.

The great importance of extracurricular work in biology is due to the fact that it distracts schoolchildren from wasting time. Students who are interested in biology devote their free time to observing interesting objects and phenomena, growing plants, caring for sponsored animals, and reading popular science literature.

Thus, extracurricular work in biology is of great importance both in resolving the educational tasks of the school biology course, and in resolving many general pedagogical problems facing the secondary school as a whole. Therefore, it should occupy a prominent place in the activities of every biology teacher.

2. Forms and types of extracurricular activities

Reasons for identifying forms of extracurricular work.

The comprehensive school has accumulated extensive experience in extracurricular work in biology, which is reflected in special methodological publications, as well as in the chapters of general and specific methods of teaching biology. In some of them, along with revealing the content and organization of extracurricular work, its forms and types are considered.

The circle of young naturalists is generally recognized as the main form of extracurricular work. There are discrepancies in the identification of other forms. Along with the circle, forms of extracurricular work include, for example, extracurricular reading. The most acceptable selection of forms was proposed by N. M. Verzilin. In the book “General Methods of Teaching Biology” (M., Prosveshchenie, 1974), the author classifies individual, group and mass classes as forms of extracurricular work. At the same time, the circle of young naturalists in the proposed system is presented as a type of group form of extracurricular activities.

When identifying forms of extracurricular work, one should proceed both from the number of students taking part in extracurricular work and from the principle of systematic or episodic implementation. Taking into account the above, it would be more correct to distinguish 4 forms of extracurricular work in biology:

1) Individual lessons;

2) Group episodic classes;

3) club activities;

4) mass naturalistic events.

It is hardly advisable to single out extracurricular reading or extracurricular observations, the production of visual aids and other work carried out by students on the basis of their voluntariness as independent forms, since it is used both individually and in occasional group, circle and mass forms classes.

Extracurricular work in biology is carried out in most schools in all the forms that we have given above (Diagram 1).

Scheme 1. Forms and types of extracurricular work in biology. (Nikishov A.I.)

Characteristics of forms of extracurricular work in biology.

Customized form extracurricular activities take place in all schools. Trying to satisfy the needs of individual schoolchildren interested in biology, the teacher invites them to read one or another popular science book, conduct observations in nature, make a visual aid, and select material for a stand. Sometimes, while satisfying the curiosity of individual schoolchildren, the teacher does not set any goal for himself, does not direct this extracurricular work in a certain direction, and does not even consider that he is carrying it out. This picture is often observed among teachers who do not have sufficient work experience.

Experienced teachers find out the biological interests of schoolchildren, constantly keep them in their field of vision, set themselves the task of developing their interests in biology, select appropriate individual lessons for this purpose, gradually complicating and expanding their content. Some students create their own home wildlife corners. The teacher gives such students instructions for conducting experiments at home. Individual extracurricular activities are essentially a voluntary variety of homework and extracurricular activities.

The most common types of individual extracurricular work include experiments and observations of plants and animals in nature, at a training and experimental site, in a corner of wildlife, making artificial nests and observing their settlement, self-observation, making visual aids, preparing reports, abstracts, and much more. other.

Group episodic classes usually organized by a teacher in connection with the preparation and holding of school public events, for example, the school biology Olympiad, Biology Week, Health Week, and the Bird Day holiday. To carry out such work, the teacher selects a group of students interested in biology and instructs them to select specific material, publish a thematic wall newspaper, prepare and conduct reports, artistic performances for the holiday. Usually, after the completion of any public event, the work of the episodic group ceases. To conduct another public event, the teacher attracts students from the previous occasional group or creates a new one.

Occasional group extracurricular work is also organized in connection with the teacher’s desire to study more deeply the living nature of his region, for example, to conduct an inventory of tree and shrub vegetation, to find out the species composition of birds inhabiting places near water bodies; study the daily activity of animals of various species, the “biological clock” of plants. The need to organize such occasional group work usually arises when there is no circle of young naturalists at school.

Circle of young naturalists - the main form of extracurricular activities. Unlike an episodic naturalistic group, circle activities bring together schoolchildren who systematically carry them out over the course of a year or even several years. The composition of the circle is usually stable and can include both students of the same class or parallel classes, as well as students differing in years of study. Often students are united in a circle not by age or level of preparedness, but by their inclinations and passion for youth activities.

The naturalistic circle is characterized by such types of work as experiments and observations (in a natural setting, at a training and experimental site, in corners of wildlife); excursions in nature and agricultural production; participation in nature conservation; publishing handwritten journals; production of visual aids. The circle of young naturalists is the organizer of all extracurricular mass biological events.

In the practice of schools, various naturalistic circles take place. Some of them include a variety of biological topics, others are quite narrow in the content of the work. Thus, along with circles for young botanists or experienced plant growers, there are often indoor floriculture circles or even cactus clubs.

When determining the content of the circle’s work, it is most advisable to proceed from the fact that every schoolchild who is interested in biology should have a comprehensive knowledge of living nature. Therefore, narrow specialization at the very beginning group work premature. The practice of many teachers shows that circle work at school is more successful if the circle members, who first become familiar with the possible variety of problems, then, in the process of classes, consciously choose a direction for themselves that is more consistent with their interests.

Mass naturalistic events are organized on the initiative of a biology teacher and are carried out with the active participation of a circle of young naturalists, school student activists, school administration, and subject teachers. Plans for holding public events are approved by the school’s teaching councils.

A large number of students are involved in mass work - parallel classes, the entire school. It is characterized by a socially useful orientation. Typically, schools conduct such types of mass work as biological olympiads; theme nights dedicated to the Day health, Bird Day, Garden Week, Forest Week; campaigns for planting trees and shrubs, collecting seeds and other food for winter feeding

birds; making and hanging bird nests.

All of the above forms and types of extracurricular work in biology are interconnected and complement each other. There is a certain pedagogical pattern in the emergence and development of the relationship between them. An interest in working with living organisms usually arises among schoolchildren when performing individual tasks. Having successfully completed certain teacher tasks, they usually ask for additional extracurricular work. If there are several such schoolchildren in the class, then the teacher unites them into temporary naturalistic groups, and subsequently into circles of young naturalists, working in which they take part in Active participation in the preparation and conduct of mass naturalistic events.

The use of the results of individual, occasional group and circle work in lessons (for example, demonstrations of manufactured manuals, reports of observations, reports prepared on the basis of extracurricular reading) contributes to the involvement of students in extracurricular activities who have not previously shown sufficient interest in it. Often, some schoolchildren who initially took passive part in mass extracurricular work on landscaping the school grounds, making bird houses, as listeners, subsequently become either young naturalists, or are actively involved in individual or group episodic work carried out on the instructions of the teacher.

In schools where extracurricular work in biology is well established, all its existing forms take place. Carrying out public events is necessarily associated with both individual and group episodic and circle work of students.

Types of extracurricular activities are also interconnected and complement each other. Thus, in the process of conducting observations and experiments on plants and animals or self-observations, schoolchildren have various questions, the answers to which they find in popular science and literature. scientific literature, and then after working with it (extracurricular reading) they again turn to experiments and observations to clarify and visually reinforce the knowledge gained from books.

A study of the experience of schools shows that extracurricular work in biology is carried out in all its forms. Almost every school has a naturalistic club, various public events are held, and individual and group occasional lessons are organized. However, extracurricular work often comes down to organizing exhibitions of students’ summer work, holding competitions, Biology Week, and Bird Day. The rest of the time is usually spent caring for indoor plants, issuing newsletters based on the use of materials from popular science periodicals, and holding “Entertaining Biology Hours.” Meanwhile, the specificity of extracurricular work in biology - the science that studies living things - is associated with such types of work that include independent research by schoolchildren, put them in the position of discoverers, and arouse real interest in the knowledge of nature.

Main directions of extracurricular activities.

The success of extracurricular work in biology is largely related to its content and organization. Extracurricular activities should arouse interest among schoolchildren and captivate them with various types of activities. Therefore, it cannot be turned into additional lessons for students in the sections of biology studied at school, or conducted like classroom lessons, laboratory and other compulsory classes. To a certain extent, extracurricular work in biology should be a break for schoolchildren from compulsory classes. When organizing extracurricular activities, you should always take into account age characteristics children. “A child demands activity incessantly and gets tired not of activity, but of its monotony and one-sidedness,” wrote K. D. Ushinsky.

The accumulated experience of extracurricular work in a comprehensive school shows that it should be based on independent, predominantly research-based activities of students, conducted under the guidance of a teacher: independent experiments and observations, work with reference books, keys, magazines, popular science literature.

Extracurricular work with botanical content, carried out primarily with students in grades V-VI, should include observations and experiments on the study of the structure and physiology of plants; familiarization with the diversity of the plant world and the importance of wild plants in human life, with seasonal phenomena in the life of plants, classes in indoor floriculture, etc. Among public events of a botanical nature, Garden Week, Forest Day, Harvest Festival, etc. are of great importance.

The main content of zoological extracurricular work should be associated with classes for schoolchildren to study the species composition of the most common animals of the local region, identify animals that harm agriculture and forestry, and measures to combat them, familiarize themselves with rare animals and methods of their protection. Of great interest is the work on creating a zoological corner of wildlife, caring for and observing their inhabitants, and taming them. Among the mass events of a zoological nature, children are of great interest in the work of attracting and protecting birds and protecting anthills.

Extracurricular work on human anatomy, physiology and hygiene, carried out mainly with students of the VIII grade, usually includes: experiments and introspection, clarifying the importance of organ exercises on their development; experiments elucidating the influence of various environmental factors on the activity of organs; carrying out propaganda among schoolchildren and the population of a healthy lifestyle; explanation of the emergence and spread of various types of superstitions.

Extracurricular work in general biology is associated with the study of heredity and variability, the struggle for existence in the plant and animal world, the interrelations of organisms in specific habitats, etc. When specifically determining the content of extracurricular work in biology, first of all, preference should be given to those types of work that have useful significance and make it possible to carry out connection between theory and practice, implement the research principle. The content of extracurricular activities should be accessible to everyone age group students.

The right to participate in extracurricular activities. Schoolchildren interested in biology do extracurricular activities.

According to many teachers and methodologists, less than satisfactory performance in some subjects cannot be an obstacle to admission to the club. There are many examples when schoolchildren do not participate in any subject clubs and do not perform well in one or more subjects. They devote all their free time to the street. Students who perform poorly in any subject, but are interested in extracurricular work in biology, may not become biologists in the future; it is important that they become people who love their native land and nature. A person of any specialty should treat nature with interest and love and show a desire to protect it.

Organization of individual and group episodic extracurricular work in biology.

Schoolchildren's extracurricular work in biology can be successful if it is constantly guided by the teacher. Management individual work individual students interested in biology is that the teacher helps them choose or clarify the topic of classes, recommends reading relevant literature, developing a methodology for conducting an experiment or observation, is interested in the progress of the work, advises how to overcome certain difficulties encountered, etc. Results individual work Experienced teachers then use it as an illustration when communicating new material in biology lessons, in notes on biology wall newspapers, and on biology classroom stands.

The activation of individual extracurricular work is facilitated by specially issued bulletins under the guidance of the teacher: “What can be observed in nature in the spring”, “ Entertaining experiments with plants", bulletins with annotations of popular science literature, book exhibitions, best works students.

In biology lessons, the teacher can invite students to observe this or that phenomenon outside of class time, provide additional information about the animal or plant and tell them where they can read more about them. At the same time, in the next lessons you should always find out which of the students carried out the recommended observation, read the book, made a visual aid, etc., encourage them and involve them in other work.

For group episodic work The teacher attracts several students interested in biology at the same time, often from different classes. He sets a task for them, for example, to prepare and conduct Bird Day, and then gives them various assignments: one - to compile reports on the importance of birds in nature and the need for their protection, quiz questions; for others - to select drawings depicting birds and design montages; the third is to compose a literary montage of their poems about birds, etc. Then the teacher monitors the completion of the assigned work and helps in its completion. The result of this work is holding a holiday.

In a similar way, classes are organized for a sporadically working group of students to prepare and conduct biological KVN, hours of entertaining biology and other mass biological events.

Organization of extracurricular club activities.

Club work can unite, for example, botanists, zoologists, physiologists, and geneticists. Circles for young naturalists are organized in different ways. In some schools they bring together schoolchildren who have already been involved in individual or group episodic work, in others - students who have not previously participated in any forms of extracurricular work. The organization of a circle can be preceded by a well-organized excursion into nature, after which the teacher invites interested schoolchildren to unite in a youth circle. The desire of schoolchildren to work in a youth circle often manifests itself after they have completed extracurricular activities or an interesting public event, for example, the Forest Festival or Bird Day.

Charter of the circle. The Young Naturalists Club is a voluntary organization. However, having joined it, students must follow certain rules (the charter, the commandments of the youth), which are developed and accepted by the circle members themselves at one of the first gatherings. The content of such a youth document may vary.

Active circle. The success of the circle largely depends on its assets (headman, secretary, those responsible for the household, wall seal), which are chosen at one of the first circle lessons.

The head of the circle convenes youth meetings, presides over them, monitors duty in the corner of wildlife, maintains a general diary of work, and monitors the performance of duties by other members of the circle activists.

The circle secretary compiles and posts duty lists, notes the presence of youth members at circle meetings, finds out the reasons for absence, and keeps brief minutes of meetings.

The person responsible for the circle’s economy monitors the availability of animal feed, its correct consumption, is responsible for the safety of equipment, the youth library, etc.

The person responsible for wall printing, together with members of the editorial board, selects material for a wall newspaper or handwritten magazine and monitors their timely release.

The leader of the circle should develop in every possible way the initiative and independence of the circle’s active members, and consult with them in resolving certain issues.

Diversity of naturalistic clubs by age and number of students. The youth circle should unite mostly students of the same age. If students of different classes work in a circle, then it is advisable to divide them into sections. Thus, circle members from class VI can be combined into a section with a botanical content of work, circle members from class VII - into a section with a zoological content of work. If the school has one biology teacher, then it is better to organize a general naturalistic circle with sections. You can have one club at school with sections that differ in the complexity of the content of the work.

Planning the work of the circle. Of great importance in the activities of the circle is the careful development of a work plan, which can be drawn up for a year, six months or a quarter. It should reflect all types of work of the circle. When drawing up such a plan, circle leaders usually take into account the interests of young people, their cognitive research abilities and capabilities.

It is advisable to reduce any work of the circle members to a specific topic. For example, if a group decides to do some landscaping at the school, then they should take the topic “Reproduction indoor plants and caring for them,” and if there is a desire to purchase any animals for a corner of wildlife, the work plan includes the topic “Keeping small mammals in captivity.”

Organizing the work of circle members on planned topics.

When organizing the work of circle members on any topic, many teachers adhere to the following order of work.

1. An introductory (orientation) lesson, usually of a theoretical nature.
2. Independent work of circle members (mainly research-oriented).
3. Reporting lesson.
4. Publishing a wall newspaper, organizing an exhibition based on the results of the work.

Scheme of work of the Youth Circle (Verzilin N.M., Korsunskaya V.M.)

At the introductory lesson, the goal of the upcoming work is set for the young nativists and its content is revealed. In this case, you can use educational films, filmstrips, name available literature related to the topic under consideration, etc. After preliminary familiarization work, individual or group tasks for independent research work are distributed among the young students, and instructions are given for completion.

Independent work of young people on the topic under consideration consists of conducting experiments and observations in nature, corners of wildlife, working with popular science literature, followed by compiling abstracts, and producing visual aids. Although the circle members then complete the tasks taken during the introductory lesson independently, they can always get additional clarification from the circle leader, who should be interested in the progress of their independent work.

At the reporting lesson of the circle, the young natists report on the work done, show collections, photographs of the objects being studied, and read out the records of the observations carried out. At the same lesson, the editorial board of the circle is entrusted with publishing a newspaper based on his materials.

General meetings of the circle at school are usually held once a month, and independent individual or group work of young nativists on tasks chosen by them - for the entire time necessary to complete them.

Extracurricular work remains interesting for students only if they do not feel stagnation or monotony in it. Therefore, it is necessary to gradually lead the circle members from performing simple experiments and observations to conducting more complex ones of a research nature.

Of great importance in the development of circle work at school is the organization of encouraging young people, which is expressed primarily in recording the completion of useful tasks by them in the general diary of the circle and the systematic “publication” of records in the press.

Massive extracurricular activities.

These are, for example, biology Olympiads, evenings, holidays, hours of entertaining biology, nature conservation work. They are organized by a biology teacher with the help of circle members or a group of students not formalized in a circle, the student activists of the school.

School biology olympiads are carried out in two rounds. Usually, a month before the Olympiad, a group of young people publishes a bulletin about the procedure for holding it, and posts a list of recommended literature.

The first round of the Olympiad takes place in writing using several options, including 2-3 questions each requiring short, specific answers. For the second round of the Olympiad, the young people are preparing live and fixed natural objects, stuffed animals, tables, drawings and photographs of plants and animals, anatomical preparations. All this is placed in departments: “Botany”, “Zoology”, “Human Anatomy and Physiology”, “General Biology”.

In each department, Olympiad participants take tickets with one question or task, requiring them to name a plant, animal, or say whose footprints are shown in the picture, or to briefly talk about some object or phenomenon.

The first round of the Olympiad can also be held in absentia. At the same time, in a specially issued bulletin, students are asked to name biological objects depicted in drawings and photographs, indicate, for example, what types of animals the tracks, chews or other manifestations of life belong to, name certain organs and talk about their functions in the body. The literature is indicated in the bulletin. Students put written answers to questions in a box, and then they are evaluated by a teacher and a jury selected from the youth students.

Winners school Olympiad- applicants for participation in the regional or district Olympiad.

Biological KVN, which have become widespread in schools, are carried out following the example of television KVN. To conduct KVN, two teams are usually selected from several classes (preferably parallel), each of which, 2-3 weeks before the start of the competition, prepares a biological greeting for the opposing team, questions, riddles, poems and stories about wildlife.

The presenter from among the youth members also prepares for KVN in advance. To evaluate the work of the teams during the competition, a jury is elected, which includes the leader and activists of the youth circle, class teachers of students who take an active part in KVN, and the chairman of the school’s student team. The teacher - the organizer of KVN - supervises all the work. He recommends relevant literature to the participants, inquires about the progress of the preparation of the game, conducts consultations, and gives advice on how to implement certain ideas of the teams in the most interesting way possible.

Fans are invited to biological KVN - all interested school students. The date of the KVN is announced in advance: a colorful announcement is posted in the school lobby.

Hours of entertaining biology usually organized by classes or in parallel classes. The duration of one lesson is an academic hour.

Each hour of entertaining biology (botany, zoology, etc.) is prepared in advance by club members or individual students under the guidance of a teacher. They select the necessary information from the recommended literature, compile it, and prepare visual aids. When classes are given a playful form (for example, in the form of a trip), facilitators are trained.

During the lesson itself, the presenter invites the schoolchildren to take a trip, names stopping points, during which pre-prepared circle members provide interesting information about plants (for entertaining botany), about animals (for entertaining zoology), etc.

The presenter can invite class participants to guess some biological riddles, solve crosswords or teawords, or answer quiz questions.

Various biological evenings, for example, “Forest Treasures”, “Journey to the Homeland of Houseplants”, “How Superstitions Are Born”, etc. Each evening is preceded by a lot of preparatory work: a program for the evening is developed, topics for reports and messages are distributed among the organizers, its entertaining part (questions) is prepared quizzes, biological games, crosswords), numbers amateur performances(poems, dramatizations), decoration, exhibition of naturalistic works by students.

The value of such preparation for evenings lies primarily in the fact that schoolchildren become familiar with independent work with various popular science and reference literature (at the same time their biological horizons expand), comprehend and creatively process the information found. It is important that at the same time one of the most important tasks of the school is realized, related to the development of creative activity and independence of adolescents, the ability to navigate the flow of modern information. In cases where the teacher uses ready-made scripts and invites students (speakers, presenters) to memorize this or that text and retell it in the evening, the educational effect of the evenings is small.

In conducted by the school mass socially useful events All schoolchildren take part in nature conservation and landscaping of the school grounds. This work is organized by the school administration, biology teacher, class teachers, youth teachers, and school student activists.

Before each mass socially useful campaign, members of the circle find out the volume and nature of the work, receive the necessary instructions, acquire the appropriate skills, and then, having been distributed among classes, introduce schoolchildren to the upcoming work and help them during it.

Observation diary. In the process of extracurricular work, it is necessary to develop among the circle members the ability to conduct and make sketches of observed phenomena. The diary should be the property of every observer, both those conducting individual experiments and observations, and those working on any general topic.

Observation records make it possible to thoroughly understand the observed material, identify unclear issues, allow you to find mistakes made, and draw the necessary conclusions.

Keeping a diary is difficult, especially for a novice nature researcher. Many schoolchildren cannot, and therefore do not like, write down observations. More often this happens due to ignorance of what needs to be noted in the observation diary.

Particular attention should be paid to keeping an observation diary. To do this, the instructions in the assignments need to indicate what exactly they should write down. It is useful to get acquainted with observation diaries as often as possible and note what is missing in them, what notes could be made based on what you saw. During club classes, it is advisable to read out entries from good observation diaries. This work is also facilitated by the organization of special competitions for the best observation. Participants in the competition are asked to observe one animal in a corner of wildlife or the development and growth of a plant grown in a biology classroom, and write a story based on the observation.

Good records of observations should be constantly placed in the Yunnat wall newspaper.

Extracurricular activities are varied and therefore no single form of journaling can be adopted.

While working, it is often difficult to describe what you see. Therefore, it is useful to recommend that schoolchildren make sketches along with recording observations. It is very useful to place photographs of observed objects in your diaries.

Wall newspaper, newsletters, montages.

A large role in the organization of extracurricular work in biology and the connection of circle members with other schoolchildren belongs to the Yunnat wall press - Yunnat newspapers, bulletins, and montages. The main drawback in this type of activity of the circle members is often manifested in the fact that they copy interesting information from magazines and other popular science literature into “their newspapers,” almost without reflecting in the wall press the work of the circle as a whole and the work of individual youth members. At the same time, information about the activities of the biology club must be included in the school seal. If, for example, work is planned to collect seeds and fruits of trees and shrubs, then the press should contain notes about its socially useful significance. Then, in the next issue of the newspaper, a series of notices should be given about the achievements of the school and the diligence of individual students in this type of activity. The school press should also reflect the results of all independent research of the circle members.

Exhibitions of student work.

Exhibitions of the best works of students are of great importance in developing interest in extracurricular work in biology. It is most advisable to organize them to coincide with some biological evening (or holiday), the final lesson of the circle, or the beginning of the school year.

The exhibition may display student observation diaries, photographs taken in nature, collections and herbariums, grown plants, etc. The exhibition may be called, for example, “ Summer work students”, “Gifts of Autumn”, “The work of young naturalists in a forest nursery”, etc. Exhibits selected for the exhibition must be provided with labels indicating the name of the work and its performer.

The exhibition is organized in the biological laboratory or in the school hall. It should be open to everyone (both students and parents) after school hours. Young people should be on duty at the exhibition. To get acquainted with the work of students, it is useful to select guides from among the best young people. It is useful to have a book of reviews in which the work of the circle of young naturalists and individual circle members will be assessed.

Conclusion

“Extracurricular activities are a form of various organization of voluntary work of students outside the lesson under the guidance of a teacher to stimulate and demonstrate their cognitive interests and creative activities in order to expand and supplement the school biology curriculum.” The extracurricular form of classes opens up wide opportunities both for the manifestation of the teacher’s pedagogical creative initiative and for the diverse cognitive initiative of students and, most importantly, for educating them. In the process of extracurricular activities, students develop creativity, initiative, observation and independence, acquire labor skills and abilities, develop intellectual and thinking abilities, develop perseverance and hard work, deepen knowledge about plants and animals, develop interest in surrounding nature, learn to apply the acquired knowledge in practice, they develop a natural-scientific worldview. Extracurricular activities also contribute to the development of initiative and collectivism.

In all types of extracurricular activities, a single principle of educational training is carried out, carried out in the system and development. All types of extracurricular activities are interconnected and complement each other. During extracurricular activities, there is direct and feedback communication with the lesson. Types of extracurricular work make it possible to lead students from individual work to team work, and the latter acquires a social orientation, which is of great importance for education.

Extracurricular activities, conducted as part of the entire teaching process, develop students’ multifaceted interests, independence in work, practical skills, their worldview and thinking. The forms of such activities are very diverse, but in terms of content and methods of implementation they are related to the lesson; During the lesson, students develop an interest that finds its satisfaction in one form or another of extracurricular activities and again receives development and consolidation in the lesson.

Students' interests are often extremely narrow, limited to collecting and an amateur attitude towards individual animals. The task of the teacher is to expand the interests of students, to raise an educated person who loves science and knows how to explore nature. When conducting experiments and long-term observations of natural phenomena, schoolchildren form specific ideas about the material reality around them. Observations made by the students themselves, for example, of the development of a plant or the development of a butterfly (for example, the cabbage white butterfly), leaves a very deep imprint and strong emotional impressions in their minds.

Literature

1. Verzilin N.M., Korsunskaya V.M. General methods of teaching biology. - M.: “Enlightenment”, 1983.
2. Evdokimova R. M. Extracurricular work in biology. - Saratov: “Lyceum”, 2005.
3. Kasatkina N. A. Extracurricular work in biology. - Volgograd: “Teacher”, 2004.
4. Nikishov A.I. Theory and methodology of teaching biology. - M.: “KolosS”, 2007.
5. Nikishov A.I., Mokeeva Z.A., Orlovskaya E.V., Semenova A.M. Extracurricular work in biology. - M.: “Enlightenment”, 1980.
6. Ponamoreva I. N., Solomin V. P., Sidelnikova G. D. General methods of teaching biology. M.: Publishing center "Academy", 2003.
7. Sharova I. Kh., Mosalov A. A. Biology. Extracurricular work in zoology. M.: Publishing House NC ENAS, 2004
8. Bondaruk M.M., Kovylina N.V. Interesting materials and facts on general biology in questions and answers (grades 5-11). - Volgograd: “Teacher”, 2005.
9. Elizarova M. E. Familiar strangers. The world around us (grades 2-3). - Volgograd: “Teacher”, 2006.
10. Sorokina L. V. Thematic games and holidays in biology ( Toolkit). - M.: “TC Sfera”, 2005.

Ushinsky K. D. Selected pedagogical essays. - M., 1954. - vol. 2. - p. 111

Verzilin N.M., Korsunskaya V.M. - M.: “Enlightenment” 1983. - p. 311

Shirokikh D.P., Noga G.S. Methods of teaching biology. - M., 1980. - p. 159.

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Extracurricular work is an educational process carried out outside of school hours, in addition to the curriculum and the compulsory program, by a team of teachers and students or workers and students of additional education institutions on a voluntary basis, always taking into account the interests of all its participants, being an integral part of the educational process.

Nowadays, changes occurring in society determine new requirements for the education system. Successful socialization personality during the period of study and after its completion, self-realization are important tasks of the educational process. In the school education system, the biological discipline occupies a special place and makes a significant contribution to comprehensive development personality, forms a modern natural science picture of the world among the younger generation. But there is a problem of attracting the attention and interest of schoolchildren in the classroom. This problem can be solved through a number of extracurricular activities. The organization of extracurricular work in biology should be an integral part of the educational and cognitive activities of students, arouse interest in children, and captivate them with various types of activities. The purpose of extracurricular activities is to strengthen and expand knowledge in biology in conditions of free choice of class topics and the absence of strict regulations on study time when performing work. The main educational tasks of extracurricular activities include:

satisfy the request of students who are particularly interested and passionate about biology, who show love for living things, and who want to better know the properties of nature;

to interest students in knowledge about living nature, to develop observation and experimentation skills, to cultivate a caring attitude towards nature;

create favorable conditions for the manifestation of creative abilities in the field of biological activity (naturalistic, ecological, physiological, general biological, etc.);

develop independence in research and project activities in biology in close unity with team work;

carry out direct and feedback connections between extracurricular activities and biology lessons [Verzilin 1983: 27].

The knowledge and skills in biology acquired by students in the classroom find significant depth and awareness of the educational material in extracurricular activities, which has an impact on increasing interest in the subject. For example, thematic events in extracurricular activities allow students to explore new material or deepen what has been learned during gaming activities, which will significantly increase interest in educational material, as well as to biology as an academic discipline in general. In addition, according to modern educational standards, the hours of biology lessons are reduced, which raises the problem of a lack of educational time to study the material. One of the options for solving this problem could also be to conduct extracurricular work with children, which will not only compensate for the lack of time, but also get Additional information in the subject, form a responsible attitude towards nature, develop an interest in biological science.

Extracurricular work, unlike lessons, should be organized at the request of both the teacher and the students. In addition, take into account the interests and inclinations of students in at this age, allow children to choose the type of extracurricular activities. The needs of schoolchildren interested in biology are much broader. It is the teacher’s task to maintain such interest, consolidate and develop it. It is also the teacher’s task to involve all students without exception in such work. Students' interests are often limited to collecting, amateurism individual plants or some animal, therefore another task of the teacher is to broaden the horizons of students, raise an educated person, nature loving, science, formation of research and creative skills. An extracurricular activity can include not only children of the same age category, but also unite students from different classes, which will promote the development of communication between children, unite the school team and allow older students to control younger ones. The content of extracurricular activities is not limited to the program. It is largely determined by the interests of students. For example, a teacher can supplement academic work with an in-depth study of local flora and fauna, basic research in microbiology, genetics, physiology, the history of scientific discoveries, etc.

Helping organize extracurricular activity, children learn organizational skills; this skill will be useful to them both in their further education at school and after graduation. Also, extracurricular work helps to make a connection between theory and practice, when conducting observations of biological phenomena and objects, and experiments. In addition, tasks related to conducting observations and experiments contribute to the development of students’ research skills. At the same time, it is necessary to orient children to clearly document the progress of observations and their results. This activity not only contributes to the development of students’ thinking, but also forms strong-willed qualities (the need to complete the work started), and fosters a caring attitude towards living objects that are being studied [Traytak 2002: 32].

By conducting an extracurricular activity, the teacher has the opportunity to get to know his students better, as well as use the results of the event in lessons, for example, visual aids, and extracurricular activities can also be used to evaluate students in main lessons. By participating in gameplay, quizzes, thinking about various problems of biology, students learn to draw conclusions and develop logical thinking. If the school does not organize exciting and varied activities for students in their free hours, then students often spend this time to the detriment of their health and moral development. Extracurricular work distracts children from “empty” time; it is useful, develops the positive qualities and creative abilities of schoolchildren, and at the same time is a recreation for children. Students who are interested in biology devote their free time to observing various interesting objects and phenomena, experimenting, caring for house plants and animals, and reading scientific biological literature. Children with poor performance in biology, with systematic extracurricular activities, as a rule, develop an interest in the subject of biology and improve their performance. Extracurricular activities also introduce children to work and love for animals and plants: caring for plants and animals in a corner of wildlife, crafting and repairing cages, preparing food for the winter, planting trees, shrubs and flowers in the school plot. Children develop a sense of responsibility to the teacher and comrades for the assigned task, responsibility to themselves, and the ability to complete the work they have started. In addition, mass educational practice shows that extracurricular activities proper organization do not overload students who are already quite loaded with compulsory academic work at school and homework, but on the contrary contribute to better fulfillment of compulsory educational tasks. This feature of children was well expressed by K.D. Ushinsky: “A child demands activity incessantly and gets tired not of activity, but of its monotony and homogeneity” [Ushinsky 1954: 111]. Thus, extracurricular activities provide direct and feedback with the main form of education - the lesson, as well as with all additional ones - excursions, extracurricular and homework. But extracurricular activities should not turn into additional biology lessons. In this case, students’ interest in extracurricular activities may weaken and disappear.

By documenting the results of extracurricular work with the help of school newspapers, visual aids, and participating in exhibitions, the student’s creative abilities are developed, which are necessary both in other school disciplines and in most future professions after graduation. If extracurricular work involves participation in various biological Olympiads and competitions, it creates a need for schoolchildren in popular science literature and introduces them to extracurricular reading as an additional source of information on issues of interest in biology and other natural science disciplines.

That is, well-organized extracurricular work in biology contributes to:

increased interest in the discipline, therefore, more in-depth knowledge in biology;

development of creative abilities, initiative;

developing a sense of responsibility towards nature and love for it;

independence, development of organizational skills;

development of logical thinking, ability to draw conclusions;

the ability to use the acquired knowledge in biology lessons and in life.

Extracurricular work in biology makes it possible to more deeply connect theory with practice and implement the principle of political education. It introduces schoolchildren to various feasible labor: making and repairing cages for animals in the wildlife corner and the zootechnical department of the educational and experimental site, preparing food, caring for animals, preparing the soil and conducting experiments and observations on plants, caring for them, planting trees and shrubs etc., and this, in turn, instilling in them a sense of responsibility for the assigned work, the ability to complete the work begun, contributes to the development of a sense of collectivism.

At the same time, extracurricular work in biology is not limited to experiments and observations. A significant place in it is occupied by classes in the production of visual aids, the organization of biological olympiads, exhibitions, the publication of wall newspapers, public useful work on nature conservation, agriculture and forestry.

Thus, extracurricular work in biology is of great importance both in resolving the educational tasks of the school biology course, and in resolving many general pedagogical problems facing the secondary school as a whole. Therefore, it should occupy an important place in the activities of every biology teacher.

extracurricular activity biology lesson

Bibliography

• 1. Verzilin N.M. Korsunskaya V.M. General methods of teaching biology. - M.: Education, 1983. - 383 p.
• 2. Traytak D.I. Problems of biology teaching methods. - M.: Mnemosyne, 2002. - 304 p.
• 3. Ushinsky K.D. Selected pedagogical works vol.2. - M.: 1954. - 584 p.

3.1. Organization of extracurricular activities to develop subject, meta-subject competencies and personal qualities students

Today, extracurricular activities are defined as component educational process and one of the forms of organizing students’ free time, the purpose of which is to create conditions for the child to express and develop his interests on the basis of free choice, the achievement of spiritual and moral values ​​and cultural traditions.

Together with basic education, extracurricular activities provide general development personality, expands, deepens and complements basic knowledge, identifies and develops the child’s potential, and this happens in a comfortable environment for him. Extracurricular activities give the child a real opportunity to choose his own individual path. In extracurricular activities, the child himself chooses the content and form of activities and may not be afraid of failure. All this creates a favorable psychological background for achieving success, which in turn has a positive effect on educational activities, by stimulating its activity in it, you can count on a new high-quality result.

The formation of an environmental culture is closely related to the development civil society and is aimed at consolidating all forces in solving environmental problems based on common interests in ensuring a favorable environment. Environmental education is universal and interdisciplinary in nature. That is why it has the opportunity and must enter into the content of all forms. general education, including being implemented through the organization of extracurricular activities with an environmental focus, which is one of the main directions in the educational process modern school under the conditions of the introduction of the Federal State Educational Standard.

Currently, the task of developing school education is to update its content, forms and technologies of teaching and, on this basis, achieve a new quality of its results. This is what federal educational standards and the Concept of general environmental education for sustainable development, which determined the main task of education - to prepare the student for adult life so that he can contribute to the sustainable development of society.

3.1.1. Theoretical approaches to justify extracurricular activities

The leading goal of education becomes the acquisition by students key competencies and universal educational activities. Key competencies and universal learning activities include skills in planning and goal setting, formulating a hypothesis, solving it, analyzing and processing information, collaboration, problem solving, communication skills and a number of others. Achievement of the designated result by students occurs in the process of classroom and extracurricular activities and presupposes that the teacher has the required level professional competence, guaranteed within the framework of the Federal State Educational Standard for Higher Professional Education.

Project activities are one of the necessary means of training and education, which allows us to create conditions for the development of key competencies and the formation of universal educational actions of students.

The purpose of extracurricular activities:is not only the expansion and deepening of knowledge gained in the classroom, but also in modern technogenic conditions, bringing learning and education closer to life. Creating conditions for the development of a healthy, creatively growing personality.

Tasks : to ensure favorable adaptation of the child at school; reduce his study load; improve conditions for development; take into account age and individual characteristics; development of creative activity, initiative and independence.

I develop my creative abilities through research and design activities - one of the most effective. A project or research is a means of development, training and education that allows students to develop and develop thinking and activity, search, information, communication, and presentation skills.

3.1.2. Organizational approaches to the implementation of extracurricular activities in practice

To implement the new generation standard, today the most valuable are variable and individual forms of organizing children’s extracurricular activities, which differ in content and type. This is new approach to the organization of extracurricular activities for students, which is possible if everyone develops educational institution its model based on the existing system of extracurricular activities and existing requirements, which include:

1. integration of classroom, extracurricular and extracurricular activities of students, ensuring the achievement of common educational goals;
2. the systematic organization of extracurricular activities of schoolchildren, ensuring the interconnection of the highlighted areas in the Federal State Educational Standard with generally accepted areas in the field of additional education for children;

1. variability in the organization of extracurricular activities for students, taking into account the characteristics of the school’s potential, the use of project technology;

1. the optimality of the model, allowing the use of social partnership opportunities in the organization of extracurricular activities.

To develop an optimal model for organizing extracurricular activities in my practice, I use a step-by-step approach such as:

Step #1. Study the main regulatory and administrative documents on the organization of extracurricular activities and correlate:

Step No. 2. Using a questionnaire, I identify the requests of children and parents for the need for extracurricular activities.

Step No. 3.Analysis:

• I identify the creative potential of students;
• I compare the capabilities of resources and the material and technical side of the educational institution;

Step No. 4. I study additional educational services offered by institutions of additional education and think through possible options for working together with them:

For example, what areas of extracurricular activities can be implemented with the help of teachers, invited specialists, and parents.

3.1.3. Extracurricular activities in environmental education

In the context of the formation of a modern educational space, one of the most important problems is environmental education and environmental education of students. In connection with the set goals of the National Strategy in the field of education, the task of developing environmental thinking and forming an ecological culture of students during schooling has become urgent.

Extracurricular activities are a concept that unites all types and forms of students’ activities (except for class activities), aimed at their education (formation of a common culture) and socialization (spiritual, moral, social, personal, intellectual development), as well as self-development and self-improvement.

I develop students’ cognitive motivation, activity, independence, initiative, and creative abilities. I create a culture of healthy and safe lifestyle in the modern world. In general, this will ensure the development of creative and physical abilities and the preservation of the health of students.

It is extracurricular activities that make it possible to provide the opportunity to freely choose elective courses in the conditions of pre-professional training and specialized training, which contributes to students’ conscious choice of further areas of professional training. The organization of extracurricular activities with an environmental focus significantly complements and makes up for the missing environmental component of the subject content of lesson activities.

My curriculum includes extracurricular subjects such as: “I am a young ecologist” - grades 5-6, “I am a researcher” in grades 8-9. This training program is year-round and is based on the school-wide project “Ecology, Tourism, Bayanai.” The Federal State Educational Standards LLC project reflects the directions of formation of environmental thinking and social design, corresponding to the system-activity approach, and defines the transition from the transmission of environmental knowledge to the formation of students' eco-thinking and skills in eco-oriented activities, as well as a responsible, environmentally sound and safe transformation of human life.

In my activities as a biology teacher, extracurricular work plays an important role. The content of extracurricular work goes significantly beyond the scope of the curriculum and is determined by the interests of students, which makes it possible to significantly expand and deepen knowledge and apply it in life situations. In my work I use all three forms of extracurricular work: individual, group, mass.

Individual work with students consists of individual consultation of students on environmental issues, when working on abstracts, speeches, articles, as part of individual educational research projects. Group work consists of working with students in the programs of elective courses, electives, and clubs.

Mass work with students includes a variety of events: student conferences, seminars, competitions of environmental works, drawings, posters, Olympiads, participation in various environmental events, operations, environmental research excursions.

I would like to note that the latest forms of work organization allow students to develop practical skills in the protection and restoration of natural objects.

Every year, environmental events and operations are held at school, during which children see the significance of their work: “Help the forest”, “Feed the birds”, “Let’s clean the planet of garbage”.

When using individual and group work to form an environmental culture, it is impossible without the use of design and research technology. In my practice I use several types of projects:

• information search projects involving the collection and analysis of information, preparation and defense of speeches;
• research, aiming students at in-depth study of the problem, defending their own ways to solve it, and putting forward hypotheses.
• productive, giving schoolchildren the opportunity to show creative imagination and originality of thinking when creating a newspaper, poster, presentation;
• practice-oriented, guiding students’ actions to solve real environmental problems.

IN junior classes We start with excursions, record observations, and bring everything interesting to the office. The guys ask questions to which we find answers together. This is how research topics arise quite naturally. Schoolchildren are gradually introduced to serious scientific research environmental work. In grades 7-8, students perform based on observations on excursions and life experiences.

Young researchers are annual participants in regional and republican conferences and environmental events, orienting their students to the environmental problems of our area.

When conducting environmental research, students communicate with nature, acquire scientific experiment skills, develop observation skills, and awaken interest in studying specific environmental problems of their region. In the process of research activities, the student learns to formulate the environmental problem being studied, put forward and justify the reasons for its occurrence, develop and conduct an experiment, and draw conclusions.

In connection with the “Year of Ecology 2017” declared by the President of the Russian Federation, I compiled a program for environmental education for the year, which I successfully implement at school in collaboration with my colleagues at all levels of school education.

Purpose of the program: the formation of environmental literacy and an ecological style of thinking, contributing to the development of a moral-ecological position and environmental competence of the student’s personality.

Tasks:

• develop and supplement acquired environmental knowledge, skills and abilities;
• to foster a responsible attitude towards nature and promote the interaction of students with objects of the socio-natural environment;
• expand students’ knowledge with examples of positive interaction in the “man-nature-society” system;
• contribute to the solution of environmental problems of local significance through practice-oriented environmental protection activities.

As expected results of the implementation and testing of an environmentally oriented extracurricular activity program at the level of basic general education, we consider:

- personal results- the formation of the foundations of ecological culture corresponding to environmentally safe practical activities in everyday life;

Meta-subject results- the formation of environmental thinking, the ability to choose the most optimal way to solve an environmental problem in social and practical activities;

Subject results– the formation of ideas about the relationship between the living world and inanimate nature, between living organisms; development of research skills.

During the implementation of the “Year of Ecology 2017” programthe following methods are used:

• explanatory and illustrative teaching – traditional and least effective method learning from the perspective of “education for sustainable development”. The means of teaching are the teacher and the carrier of information;
• interactive learning is a more effective teaching method based on the interaction of students with each other, with the teacher and the socio-natural environment;
• project-based learning is the most effective method of learning through creation and implementation educational projects related to life practice, integration of theory and practice and aimed at achieving specific improvements in the state of the environment.

The program of extracurricular activities with an environmental focus includes the following:forms of work with students:

• training seminars and practical work;
• games, quizzes, competitions, olympiads;
• excursions, environmental events and holidays;
• exhibition of creative works and exchange of experience in conducting educational research with peers.

The forms of work used ensure the achievement of subject, personal and meta-subject results, and also contribute to the development of communicative, regulatory and cognitive universal educational activities. To conduct classes, there is a classroom with laboratory equipment (chemistry, biology) and the availability of reference information resources in the subject area “Natural Science” and “Ecology”.

The environmental education program for schoolchildren includes the following areas of educational activity: “Ecology of Nature”, “Ecology of Health”. Each of them is focused on introducing students to certain universal human values.

The project “Ecological trail “Bayanai”” was developed by students of the 8th and 11th grades of the secondary school while working at the “Barylas” summer camp. The purpose of the ecological trail is to create conditions for the education of environmentally literate people, to form an ecological culture of human behavior in the environment, and to introduce citizens to the world of living nature.

The guys want every resident of the village, having walked along the ecological trail, to be imbued with the idea of ​​​​preserving the nature of their native land from any unreasonable treatment of it.

The ecological trail serves as an educational classroom on site; it is designed for a number of categories of visitors: children preschool institutions, students secondary schools, vacationers.

8th grade students act as guides on the trail. Along the entire route of the ecological trail:

• the species composition of plants was determined;
• the relief of the ecological trail was studied;
• species of water birds and the fauna of the reservoir were identified;

The guys wrote mini-projects for each object.

The knowledge, skills, and personal qualities acquired by children in environmental work will undoubtedly be useful both during their studies and in later life.

In the future, an important result for me of the activities of the school environmental program is that many of its students have connected their future profession with environmental activities.

Bibliography:

1. Grigoriev, D.V. Extracurricular activities of schoolchildren. Methodical designer: a manual for teachers / D.V. Grigoriev, P.V. Stepanov. – M.: Education, 2011. – 223 p.
2. Zakhlebny, A. N., Development of general environmental education in Russia at the present stage. Sustainable development: ecology, politics, economics: Analytical yearbook. – M.: Publishing house MNEPU, 2008. – P. 144–170.
3. Kondakov A. M. Concept of federal state educational standards of general education / A. M. Kondakov, A. A. Kuznetsov and others; edited by A.M. Kondakova, A.A. Kuznetsova. – M.: Education, 2008. – 39 p.
4. Marfenin, N. N. Environmental education in the interests of sustainable development: new tasks and problems / N. N. Marfenin, L. V. Popova // Environmental education: before school, at school, outside of school. – 2006. – No. 2. – P. 16–29.
5. Federal State Educational Standard of Basic General Education / Ministry of Education and Science of Russia. Federation. – M.: Education, 2011. – 48 p.