Registration of an educational experimental site at a school. Project training and experimental site mbou cso

Municipal budgetary educational institution

main comprehensive school with. Vereshim

"PROJECT OF TRAINING AND EXPERIMENTAL AREA"

MBOU OOSH with Veresh.

Performed

Grade 9 student

MBOU OOSH s. Vereshim

Kornilova Anna

year 2012

Content
1. Justification of the problem.

2. Description of proposals for the improvement of the training and experimental site.

1.Green class.

2. Department of field crops.

3. Department of Vegetable Crops.

4. Department of fruit and berry crops.

5. Collection department.

6. Department of medicinal plants.

7.Ecological department.

8.Flower and decorative department

9 greenhouse.

10.Water.

11. Department primary grades.

12. Zoological department.

13. Educational and utility rooms

14. Notes.

3. Environmental aspect of the project.

4. The economic aspect of the project.

5. Conclusion.

6. Appendix.

1. Project plan.

2. Safety regulations.

3. Plan of the UOU v. Veshim.
7. Literature.

Nature is the home we live in,
And in it forests rustle, rivers flow and splash.
Under the blue sky, under the golden sun,
We want to live in this house forever.

I Justification of the problem

The training and experimental site should be the basis for the experimental work of students. Performing simple experiments with plants and animals, they consolidate, expand and deepen the knowledge of biology gained in the classroom, learn about plant and animal organisms, master the methods of managing their growth and development, acquire skills in growing plants and animals, and become involved in collective work. In the process of carrying out experimental and practical work, students are brought up to be responsible for the assigned task, they get used to bringing the work started to the end.

The educational and experimental site should take an important place in students' cognition of nature, in fostering their interest in the nature of their native land and the formation of love, etc. respect for her.

The educational and experimental site is an open-air biology laboratory, which hosts many lessons and practical classes in biology and agricultural labor, the work of a circle of young naturalists and other extracurricular activities. The training and experimental site is the main source for the preparation of collections and handouts for the biology classroom.

The school training and experimental site is an important condition in the formation of the foundations of rational environmental management, respect for environment... The site is an example of a culture of agriculture, a recreation place for schoolchildren and teachers, research laboratory and a labor school for students. Here, students receive the first skills of competent cultivation of the land, learn to take care of its fertility.

The school educational and experimental site, along with the biology classroom, is the educational and material base for teaching biology and agricultural labor. The educational and experimental site is intended for conducting educational and extra-curricular activities in natural science, biology, labor training, for students to perform experiments, observations, summer assignments, for organizing the production work of schoolchildren in growing useful products (vegetables, seedlings of flower crops, tree and shrub seedlings breeds), for the preparation of handouts and demonstration material for classes with students.

Through practical work at the training and experimental site, a number of important tasks are implemented:

consolidation, deepening and expansion of knowledge in biology and the basics of agricultural labor;
the development of a cognitive interest in knowledge about plant life;
mastering practical knowledge of agricultural labor;
conducting experimental work, contributing to the identification of the scientific potential of schoolchildren;
fostering love for nature, all living things, the ability to see and feel the beauty;
implementation of elementary vocational training, orientation to agricultural professions;
solving production problems for the cultivation of industrial crops, medicinal raw materials, planting material.

Many school graduates will become employees Agriculture therefore it is very important that they have a certain level of environmental awareness.

Characteristics of the training and experimental site
Educational and experimental section of the MOU OOSh with. Vereshim is located on the school grounds. The soil is black earth; the reaction of the soil solution (PH) = 6.5 - 7.2; there are no salt licks.

Physical properties - adequate moisture, normal thermal conductivity and air permeability.

The area of the training and experimental site is 0.6 hectares.

Fenced with hedges, except for the main entrance to the school.

II Description of improvement proposals

training and experimental site
Studying the special literature on the arrangement of training and experimental sites, I noticed that the site is divided into zones, which are usually called departments. The appointment of such departments in each individual school may be individual. In the future, I would like to propose my own plan of initial actions for equipping the training and experimental site, which are quite realistic on the basis of our school.
1. Green class
The green class is intended for conducting lessons and additional classes so I suggest:

1. Sow the territory of the green class with lawn grass.

2.Put gazebos and benches.

3. Decorate gazebos with climbing plants (morning glory, clematis, ivy, etc.)

4. Sprinkle the paths with expanded clay so as not to get your shoes dirty during rainy weather.

5. Plant flowers along the edges of the paths so that the paths are decorated throughout the season.

Spring

Perennials: primroses, crocuses, primroses, redwoods,

tulips, daffodils, hyacinths.

Summer

Perennials: irises, peonies, chamomile, gladioli, cannes, daylily.

Annuals: Turkish carnation, marigolds, petunia, nasturtium, sowing dahlias

Autumn

Perennials: chrysanthemums, perennial aster.

Annuals: asters.

6.On the territory of the green class, you can create a lawn of green grass with an admixture of flowering plants (daisies, cornflowers, etc.). Here, schoolchildren can create their own landscape environment design, that is, show their abilities.

7. It is possible to supplement the design with the help of stones, placing them haphazardly, asymmetrically.

2. Field crops department
In this department, the main cereals, fodder and industrial crops should be placed that are of industrial importance in this zone, as well as similar crops from another zone that are educationally interesting. The field crops department is designed to familiarize students with a variety of varieties of agricultural crops, their cultivation and agricultural technology. Here, schoolchildren receive information about such professions as seed agronomist, plant protection agronomist, breeder. On the site, lay such experiments as:

Influence of the feeding area on the growth, development and yield of field plants.
The influence of fertilizers and dressings on the growth, development and yield of field plants.
Influence on the growth, development and yield of field plants of seeding depth, seeding rates or sowing dates.
Influence of methods and timing of sowing, pre-sowing seed treatment on the growth, development and yield of field crops.

5.Variety study of the most important field crops.

6. Growing the most important field crops using high agricultural technology.

I present to your attention a five-field crop rotation scheme.

Year	1st	2nd	3rd	4th	5th
2010	Steam	Wheat	Potato	Sunflower	Corn
2011	Wheat	Potato	Sunflower	Corn	Steam
2012	Potato	Sunflower	Corn	Steam	Wheat
2013	Sunflower	Corn	Steam	Wheat	Potato
2014	Corn	Steam	Wheat	Potato	Sunflower

3. Department of vegetable crops
In this department, the main vegetable plants must be grown in both open and protected ground. It is advisable to place this department not far from the source of water supply, since in order to obtain guaranteed yields, most vegetable crops need regular watering.

Grow in the vegetable department:

Green crops: dill, leaf parsley, watercress.
Legumes: beans, beans, peas.
Onions: onions, onions for herbs.
Fruit nightshade crops: tomato, bell pepper, eggplant.
Fruit pumpkin crops: cucumbers, zucchini, pumpkin.
Cabbage.
Root crops: beets, carrots.

Green perennial crops: sorrel.

On the experimental part of the department with vegetable plants, it is advisable to lay the following experiments:

1. Study of the influence on the growth, development and yield of vegetable plants of various methods of their cultivation:

a) hardening of germinating seeds or seedlings (cucumbers, tomatoes);

b) reproduction of potatoes in various ways (eyes, sprouts, tops);

c) methods of sowing and planting (all vegetable);

d) mulching the soil (onions, carrots);

e) fertilizing, feeding (all crops);

f) watering (all crops);

g) pinching shoots (cucumbers);

h) pinching (tomatoes).

2. Study of the influence of the length of the day (radish, salad),

3. Study of new varieties and types of various vegetable plants.

4. The influence of the joint cultivation of legumes and cereal grasses.

I bring to your attention a diagram of an eight-field crop rotation.

Year	1st field	2nd field	3rd	4th field	5th field	6th field	7th field	8th field
2010	Green crops	Legumes	Onion	Fruits. nightshade	Fruits. pumpkin	Cabbage	Root-	Seed department and perennial green cult.
2011	Legumes	Onion	Fruits. nightshade	Fruits. pumpkin	Cabbage	Root-	Green crops	Seed department
2012	Onion	Fruits. nightshade	Fruits. pumpkin	Cabbage	Root-	Green crops	Seed department	Legumes
2013	Fruits. nightshade	Fruits. pumpkin	Cabbage	Root-	Green crops	Seed department	Legumes	Onion
2014	Fruits. pumpkin	Cabbage	Root-	Green crops	Seed department	Legumes	Onion	Fruits. nightshade

Vegetables can be taken to the school cafeteria. This will help diversify the diet of schoolchildren and reduce the cost of meals, which means that it will allow a larger percentage of students to reach school meals.

And also to start up part of the products for sale.

4.Department of fruit and berry crops
On the training and experimental site, there must be a fruit and berry

department for which it is advisable to allocate a fairly significant area. In the school garden, it is necessary to plant all fruit and berry crops that are of industrial importance in a given zone, as well as some promising or educationally interesting forms that can grow in a given climatic zone. The assortment of the garden should consist of regional and local varieties, as well as varieties required for educational purposes. In the school garden for pome, stone fruit and berry crops, it is advisable to select independent plots and arrange them taking into account the needs of each crop for moisture. The most moisture-loving berry plants (strawberries, currants, raspberries) should be planted closest to the source of irrigation, followed by stone fruits (cherries, plums) and finally pome fruits (apple, pear).

The department of fruit and berry crops includes an orchard, a berry field and a nursery. It is designed to receive fresh products. Schoolchildren have the opportunity to get acquainted with the basics of the professions of an agronomist of fruit crops, a breeder of fruit crops.

Students are encouraged to make a number of observations, for example:

Types of pollinating insects in the school garden.
How planting of garlic among currant and strawberry bushes affects the development of a kidney mite.

The influence of marigold planting on the strawberry weevil.

4. Carrying out phenological observations (various fruit and berry breeds).

5. Study of new varieties of fruit and berry breeds.

6. Testing of different types of crown formation of fruit trees.

7. Study of the effectiveness of biological methods of pest control in fruit and berry gardens.

4.1. Garden
The garden consists of pome and stone fruit crops, zoned varieties: cherry, plum, cherry, apple, pear.

4.2. Nursery
To grow new varieties of fruit and berry crops in the nursery: currants, raspberries, gooseberries

In the nursery, students can do the following experiments:

Exploring different breeding methods.

Finding out the most effective way to propagate currants or grapes (lignified cuttings, green cuttings).
Influence of seed stratification on their germination and seedling growth.

4. Influence of different doses of fertilizers on the growth of seedlings of fruit plants.

5. The influence of different watering rates on the growth of seedlings and seedlings.

4.3. Berry
Grow crops of zoned varieties in the berry: strawberries, red and black currants, raspberries, gooseberries, grapes.

I suggest:

Place hives with bees in the garden, they improve pollination and increase the yield in the future.
In addition, the harvested honey, the harvest of fruits and berries can be realized.

5. Collection department
The collection department - the variety testing department - is the place of work for future breeders. Here, students have the opportunity to observe and track the characteristics of new rare plant varieties.

On the site, it is desirable to plant collections of plants with different shapes of leaves, stems, inflorescences, flowers, representatives of monoecious and dioecious plants with different types of seeds and fruits, as well as various adaptations for cross-pollination and for the distribution of fruits. In this area, on wild plants of the local flora, it is necessary to show the adaptability of plants to various environmental conditions. Select light-loving and shade-tolerant plants, moisture-loving and drought-resistant plants, primroses. Choose plants with different flowering times and create a flower calendar, and from plants in which flowers open and close in different time days.

On the same site, experiments on photoperiodism with long-day plants (radishes, lettuce) and short-day plants (millet) and other experiments can be set up.

6. Department of medicinal plants
In the department of medicinal plants, I propose to grow plants that are rarely found in nature. Medicinal raw materials harvested in summer can be used to compose herbal teas, in winter to prepare herbal teas.

The species composition of the department of medicinal plants: peppermint lemon balm, catnip, coltsfoot, savory, tarragon, oregano, curly sorrel, asparagus, yarrow, elecampane, valerian officinalis, marigold, horseradish, chamomile.

7. Environmental department
The ecological department is designed to monitor the adaptability of plants to various conditions: sandy soil, scorched earth, compost heap.

In this area, on wild plants of the local flora, it is necessary to show the adaptability of plants to various environmental conditions. Select light-loving and shade-tolerant plants, moisture-loving and drought-resistant plants, primroses.

Floral and decorative department

At school, flower and ornamental plants should first of all serve for the aesthetic education of students. Flowers have been decorating a person's life for a long time, captivating him with their beauty and aroma. Communication with flowers always ennobles a person, teaches him to understand and appreciate beauty. Love for flowers, instilled in childhood, remains with a person for life.

Along with this, flower and ornamental plants in the school area are a very convenient object for organizing experimental and practical work in botany (V-VI grades) and general biology (IX-X grades) with students.

Lawns, ridges, flower beds should be located in front of the school building, in the foreground of the training and experimental site, along the main paths, near the green classroom. To decorate school flower beds, you can use annuals (petunias, levkoy, asters, zinnias, sweet peas, etc.), biennials (daisies, lunaria, viola, etc.) and perennials (tulips, crocuses, irises, lilies, gladioli, dahlias, chrysanthemums , lupine, etc.).

When choosing flower plants for the school site, it is advisable to give preference to perennial plants. They grow and bloom profusely for many years in a row, it is much easier to work with them than with annuals, which require significant labor costs for annual cultivation, from seeds. Perennials are easy to grow and multiply. Perennial plants are also convenient for educational purposes, since, in accordance with the school curriculum, they can be used as a living handout and demonstration material in biology lessons. And finally, in winter, some practical work can be performed on perennial flower plants (harvesting cuttings, grafting, etc.). For these purposes, the most suitable are carnations, phlox, perennial flax, etc.

In order for the school flower garden to be beautiful from early spring to late autumn, it is necessary to choose the plants that bloom in different months accordingly.

A large space on the school site should be allocated to ornamental shrubs, which can be partially planted in the flower-ornamental department, and partially in the hedge. For the decoration of the school site, it is advisable to select shrubs with high decorativeness and different flowering periods in order to have them in a blooming state for a longer time. At the same time, it is desirable that they can be used for educational purposes. These requirements are met by roses, lilacs, jasmine, bird cherry, spirea, etc. Flower and ornamental plants are indispensable material for instilling in students practical skills in caring for plants, managing their growth and development (pruning, fertilizing, feeding, watering, warm baths, freezing ) on seed and vegetative propagation of plants. Ornamental plants can serve as a convenient material for many topics of the school botany course. Students of the V grade on these plants get acquainted with the types of root systems, the formation of adventitious roots from various plant tissues, with the shape and color of leaves, with various modifications of the stem (tubers, bulbs, rhizomes), with a variety of inflorescence forms, with the structure, shape and color of the perianth , with the structure and germination of pollen, with various types of fruits and adaptation to their distribution, with the shape and structure of seeds, with methods of reproduction (seed, bulbs, tubers, cuttings, dividing the bush), etc.

Grade VI students on ornamental plants will get acquainted with the features and numerous representatives of almost all families studied in the school botany course. These are Compositae (asters, zinnias, daisies, dahlias, chrysanthemums, etc.), nightshades (petunia, tobacco), cruciferous (levkoy, lunaria), legumes (lupine, sweet peas, ornamental beans), rosaceous (roses), lily (tulips , hyacinths, lilies, lilies of the valley, gladioli) and much more.

Students in these classes can do the following experiments with ornamental plants:

1. The effect of seed hardening and seedlings on the growth, development and duration of flowering in annual flowering plants (asters, levkoi, etc.).

Forcing tulips.
Influence of pinching on the timing of flowering and the size of inflorescences in dahlias.
Influence of the pinching of the main stem on the appearance of lateral shoots and the duration of flowering.

Flower and ornamental plants are also of interest to students in the 9th grade in connection with the study of a course in general biology. On these plants they get to know artificial selection, various forms of mutational variability, manifested in a whole gamut of the most diverse colors of the corolla, with polyploidy (tulips, carnations), with plants from various centers of plant origin (according to N.I. Vavilov), experiments are being performed to study individual patterns of inheritance, for which choose crops and varieties accordingly, as well as conduct with them breeding work to obtain new varieties of floral and ornamental plants.

9. Greenhouse
The greenhouse is intended for receiving seedlings and growing early radishes. To set up a greenhouse, a pit is dug with an area of 12 m 2 and a depth of 70 cm. The pit is lined with red brick, filled with fresh manure, and sprinkled on top with a layer of soil. A wooden frame is placed on top, which is covered with a protective film. We use seedlings for planting on the site or for sale to local residents.

10. Reservoir
On the site, you can equip a small reservoir or pond and arrange a water garden. In such a garden, marsh, moisture-loving and aquatic plants are used. From the plants of the marsh flora, you can plant marsh marigold, marsh calla, calla iris, cattail, tradescantia, sedge, forget-me-not, etc. The forms and sizes of the reservoir can be different. For a plot of 0.6 hectares, a reservoir with a water surface of about 4m 2, located in a sunny, wind-protected place, is sufficient. You should not arrange a reservoir under the crowns of trees, in the shade of buildings.

11. Division of primary classes.
For classes in the school area of primary school students, it is necessary to allocate an off-turnover area, on which, in accordance with the manual labor program, to arrange collection crops of various cultivated plants.

12. Zoological department
At each educational and experimental site, especially in rural schools, it is desirable to have at least a small zoological department in which poultry, rabbits or other small animals could be kept in cages and aviaries. Taking care of animals, students observe their growth and development, take into account their weight gain, measure individual parts of the body, determine the rate of feed consumption for the products obtained, acquire valuable labor skills and skills for feeding and keeping animals. In addition, students of grade VII can perform simple experiments with them: a comparative study of breeds with different directions of productivity, elucidation of the effect of various feed additives (vitamins, trace elements, antibiotics, etc.) on the growth, development and productivity of animals.

The zoological department is a place where they can try their hand at future profession young zootechnicians, breeders, future veterinarians, in it I propose to breed rabbits that will eat the remains of vegetables, grain crops, it is also possible to breed chickens. Deliver the resulting products for sale and in the school canteen.

13. Educational and utility rooms.
When planning a training and experimental site, it is recommended to provide for the construction of a number of training and utility rooms.

Educational premises. To conduct training sessions on the site, it is advisable to build a platform with a canopy - a "green class". In it, put tables and benches for students, a table and chair for the teacher, a portable board and a stand for tables. For the purpose of aesthetic education of students and for the convenience of conducting classes, it is better to place the "green class" in the flower-decorative section, and plant climbing plants (wild grapes, hops, beans, etc.) along the walls.

It is advisable to build a summer laboratory next to the "green class" for conducting classes on plant hybridization, making natural visual aids, storing sheaves and other exhibits. It is recommended to place crop rotation charts, reference tables and other training equipment in this room, as well as a first aid kit.

To observe the weather in the center of the site in an open place, you need to equip a meteorological site. Install a booth with instruments, a rain gauge and a weather vane on it.

Utility rooms. For storage and current repair of hand tools on the site, you must have an inventory barn. In it, along the walls, it is advisable to build brackets or racks for placing shovels, hoes and rakes, shelves for storing cords, saws, boxes for secateurs, budding and garden knives, allocate space for storing planting boxes, stretchers, labels, boxes and baskets for harvesting etc. Each type of inventory and equipment should have its own permanent place, indicated by a label.

Above the barn, it is advisable to have an attic with good ventilation, in which you can dry after harvesting and store the testes of biennial plants, corn cobs, etc. potatoes, root vegetables, tulip and gladioli bulbs, dahlia tubers, flowerpots with chrysanthemums, currant and grape cuttings, cabbage seed plants, etc.

To store mineral fertilizers in a remote part of the site, it is necessary to build a small isolated room. Next to it, set aside a place for a compost heap and storage of manure.

To accustom students to a work culture and instill in them the necessary hygiene skills, it is necessary to build a washbasin next to the “green class” and always have soap and a towel at the hand washing area during the work of students

14. Notes
1.Around the entire perimeter, fence the site with a hedge, for this you can use yellow acacia, honeysuckle, wild rose, etc.... Cut hedges in spring and autumn.

2. In order for the educational and experimental site of our school to generate income, the school territory must be fenced off.

3. Equip a summer gatehouse for the watchman to guard crops and school property in the school yard in the summer.

4. In the design of the landscaping site, it is advisable to use garden sculpture (cones, balls, vases, vine weaving, decorative lanterns, fountains, etc.).

5. In order to save water, apply drip irrigation.

III. Environmental aspect of the project

Given the ability of green spaces to favorably influence the state of the environment, they must be brought as close as possible to the place of life, work, study and recreation of people. Green spaces are an integral part of the school landscape as a set of measures to protect and transform the environment. They not only create favorable microclimatic and sanitary and hygienic conditions, but also increase the artistic expression of the architectural ensemble.

By caring for green spaces, protecting and multiplying them, each student can make their own contribution to improving the ecology of the schoolyard.

IV. The economic aspect of the project.

Description of the type of activity. The total area of the school educational and experimental site is 0.6 hectares. Our location in a rural area next to agricultural enterprises allows us to purchase organic (manure) fertilizers on conditions acceptable to us on a net basis. The goal of our team is:

to offer the population high-quality planting material for tubers of dahlias, tulips, gladioli, irises and chrysanthemums. And also seedlings: cabbage, tomato, pepper.
ensuring profit from invested capital;
attracting students to educational research and experimental work;
development of practical skills and abilities, consolidation of theoretical knowledge.

Summary. The economic implementation of this project is of great educational value, it allows you to purchase teaching aids, agricultural tools, varietal seeds of vegetable and flower-ornamental plants, carry out repair work at the school, receive part of the funds for cultural events, and renew the material base of the school.

V. Conclusion.

In each school, depending on local conditions and the number of students for educational and experimental work, a land plot with an area of 0.5 to 5.0 hectares or more is allocated for permanent use.

The site should be well lit by the sun, have a source, water supply (water supply, well, pond) and adjoin directly to the school building, which makes it possible, without disrupting the class schedule, to spend a minimum of time on going to the site to perform practical work.

In accordance with school curricula in biology and agricultural labor in each school, the training and experimental site should have the following departments: field, vegetable, fruit and berry, decorative, biological, zoological and primary classes. In these departments, students grow various agricultural, floral and decorative and wild plants, as well as animals and experiment with them. For the correct organization of the work of students on the site, it is necessary to build a green classroom, a summer laboratory, a water supply system, a greenhouse, greenhouses, a meteorological site, a shed for storing inventory and equipment, a room for storing fertilizers, etc.

Experimental work is the main type of work for students in the school area. Conducting experiments activates the cognitive and creative activity of students, makes it possible to better understand the main essence of life processes, contributes to the formation biological concepts, develops the skills of research work, equips them with biological science methods, instills respect for agricultural labor, promotes vocational guidance of students, especially rural schools, to agricultural professions, teaches them to work culture. But experimental work will only be beneficial when it is carried out methodically correctly, if the basic requirements for field experiments are strictly fulfilled.

First of all, it is important to choose the right topic for the experience. It should be interesting, accessible to students, related to biology programs, and of current production value. Approximate topics for experiments for students in grades V-VIII are given in the programs in biology and agricultural labor. Of these, the teacher chooses those experiences that are most relevant to local conditions and are provided with seeds. To provide the teacher with a wider choice of topics, especially for students in grades IX-X, in this manual, in all departments, additional topics of experiments are given, mainly related to the study of a biology course.

The task of any experiment can be solved by comparison, therefore, in each experiment there should be at least two plots: an experimental one, in which one or another technique studied in the experiment is used, and a control one, a variant of an experiment in which this technique is not applied. At the same time, it is important that all other conditions affecting the growth, development and productivity of plants, both on the experimental and on the control plots, are the same. In all departments of the school site, appropriate labels should be installed with an indication of their family, class.

It is desirable to make labels of several specific sizes: 1) the largest (2015 cm 2, peg height 60 cm) - to designate the sections of the site; 2) medium (1520 cm 2, peg height 35 cm) - to indicate individual experiments; 3) the smallest ones (128 cm 2, the height of the peg 25 cm) - to designate variants of the experiment, the names of crops, animal breeds.

Safety rules when working at the school training and experimental site:

1. Planting thorny bushes and poisonous plants is strictly prohibited on the school study site.

2. At the school training and experimental site, students work in gowns and gloves.

3. When carrying sharpened implements (shovels, rakes, pitchforks) from the storage place to the training and experimental area, students must hold them vertically, with the working part down, in order to avoid injury to other students.

4. Agricultural implements must be appropriate for the age and height of the students. The working part of the shovels should be small, their handles should be made light; the length of the shovel handles should be different - taking into account the height of students in different age groups.

5. It is preferable to use small-sized watering cans with a capacity of up to 4 liters at the school experimental site. If the school only has large standard watering cans, make sure that students fill them with no more than 1/3 of their capacity during work.

6. The duration of work of students at the school teaching and experimental site is established in accordance with their age. Students in grades IV-V work on the site for 2 hours, with 10-minute breaks every 20 minutes. During each lesson, it is necessary to diversify the activities of students, switching links from one type of work to another.

7. Students under the age of 15 are prohibited from lifting and carrying weights using stretchers, buckets, etc.

8. Before the beginning of each lesson, the teacher instructs the students with the obligatory demonstration of work techniques that allow to ensure the correct posture during the work process, the optimal rhythm and load in the work of muscles, as well as preventing possible injuries.

9. Cleaning the soil from foreign objects clogging it (stones, glass shards, metal debris, etc.) is carried out with the help of shovels, rakes, hoes. It is forbidden to carry out such work by hand.

10. In each specific case, the teacher supervising the work of schoolchildren on the site is obliged to instruct children on how to use agricultural implements so as not to harm themselves or others.

11. Students working in the school area are strictly prohibited from any work with pesticides, insecticides and herbicides. In case of emergency, spraying or dusting of plants is carried out by adults (teachers, laboratory assistants, technical personnel) in the absence of children, who are then not allowed to the site for 5 days.

12. Students should not be allowed to weed with their hands while working in the school practice area. For this, hoes, rippers are used. When performing such work, students must always protect their hands with gloves or mittens when performing such work to avoid contamination of their hands.

13. The number of students working at the same time at the training and experimental site should not exceed 23 (half of the class). During the entire period of classes at the school teaching and experimental site, the teacher leading this work should be present at such classes and ensure that students comply with safety rules.

4
Literature

Pugan N.A. Ecology and aesthetics of the school site. School Technologies Magazine 1998 №3
Teodoronsky V.S. Gardening construction. M., Agropromizdat, 1989.
Homeland V.A. Floriculture at school (a guide for teachers). - M., Education, 1974.
Balyan L.G. Recommendations for the equipment and improvement of school grounds. Moscow, stroyizdat, 1989.
Tavlinova G.K. Home garden floriculture, St. Petersburg, agropromizdat, 1996.
Kurbanova N.I. Improvement of villages. Kiev, 1978.
Biology at school. Nos. 2-3, 2006.

All material objects used in the educational process are usually referred to as teaching aids.

For agricultural labor, they are:

training and experimental site,

equipment and hand tools for growing plants in open ground and indoors,

living plants as part of a corner of nature,

homemade and factory-made visual aids - sheaf material, sets of fruits and seeds, herbariums, plant collections, dummies, tables, technical means.

§ 1. Teaching and experimental section of primary school

The training and experimental site is the main teaching tool junior schoolchildren agricultural labor. It is a land area allotted to a school for permanent use in order to educate children in an interest in agricultural work, to instill in them a certain system of initial knowledge, skills, skills in growing plants, and to form a creative attitude to work on the basis of experimental work.

The organization of the training and experimental site and work on it is carried out in accordance with the approved standard "Regulations on the training and experimental site of a general education school" (1986).

In the "Regulations ..." it is emphasized that in urban schools, if it is impossible to allocate a training and experimental site, the work of children is organized in interschool areas, at a training and experimental site of another school, a station for young naturalists, in schoolchildren's houses, at areas of gorzelenkhozes and other suitable for cultivation of cultivated plants in areas.

The size of the training and experimental site depends on many factors, primarily on the number of students, their age, the degree of mechanization of work, growing conditions (with or without irrigation), and the type of crop grown. For most plant species, the norm for one student in grades I-II is 1 m 2, for grades II-IV-1.5 m 2. A land area is allocated for a plot, which is usually located near the school. This allows you to reduce the time spent on the movement of children to the place of work.

If possible, the site should be located on a flat surface, protected from the prevailing winds by a school building or green spaces, be well lit, have a constant source of water supply, and convenient access roads.

The requirements for the quality of the soil are especially high. Within the boundaries of the site, it should be uniform in composition, structure, nutritional value, water cut, acidity, depth of the arable layer. For the crops provided by the program for growing by younger students, light, highly structured, fertile, sufficiently watered soils with a neutral or slightly acidic reaction of the environment, not clogged, are needed. The depth of the arable layer must be at least 30 cm.

In a separate section of the primary classes, the vegetable, decorative, fruit and berry and collection departments must be drawn up.

The ratio of departments by area is not the same for different types of schools. In a rural school, the largest area is occupied by the usual department with vegetables, in a city school - a flower garden, ornamental shrubs and trees. The entire area, except for the paths, is divided into plots of approximately 0.7X1.0 m or arbitrary length. In general, the width of the bed should be such that the students, standing on the side, freely reach with their hands to its middle.

It is advisable to place perennial plantings closer to the edges of the site. These will be crops for grades III and IV. The width of the central alley is usually 1.5 m, the side paths are 0.8-1.0 m with a slope to the edges, the transverse paths between the plots are 0.5 m each, so that several students can walk along them. On light soils, paths are usually trodden, on heavy soils, they are dug. With such a layout, the site is beautiful and easy to use. The height of the beds depends on the composition of the soil, the requirements of the plant and other factors. The lighter and drier the soil, the lower the beds. Some plants grow better in beds (for example, root crops), others - on a flat area (garden strawberries, cabbage, tomatoes, etc.).

An approximate plan of the training and experimental site of a four-year primary school.

Ornamental grasses (commonly called flowers in common use) are usually arranged in accordance with the general landscaping plan of the school territory, that is, they can be taken out of the training and experimental site. An exception is the green hedge of shrubs that surrounds the site.

When planning the area under crops annually, the first thing to consider is the requirement for fruit change. It is more expedient to grow new plant species on the same area in each subsequent year. The main requirement is that the crops belong to different botanical families. This limits the spread of family-specific pests and diseases, and ensures a more even removal of nutrients from the soil.

The sequence of crop change adopted for a number of years is called crop rotation. For collective and state farms in each locality, science and practice have identified their own optimal crop rotations, ensuring high sustainable yields without depleting the region's soils.

At school, it would be advisable to use them. However, for the primary grades, the grass-field crop rotations most common on farms are not applicable. In the vegetable department, the following crop rotation over five years can be recommended:

Cultures

potato	roots
roots				Potato
			potato	Roots
		potato	roots
	potato	roots

As you can see, the crop rotation here is five-field. The classes are presented as follows: peas are grown by pupils of the second grades, root crops - by the third, the rest of the crops - by pupils of the fourth grades. (First-graders do not grow vegetable plants.)

Let's see what such a crop rotation gives. In this set of crops, potatoes are the most demanding on the nutritional value of the soil. It is grown on a large dose of fertilizers, in particular manure and potassium salts. During one growing season, fertilizers are partially consumed, therefore, crops can be placed behind the potatoes that do not tolerate fresh manure, but are demanding on the nutritional value of the soil. These plants include root crops. In addition, the soil after growing potatoes on it is usually well cleared of weeds as a result of intensive inter-row cultivation, the development of powerful tops, which shade and thereby suppress the weeds.

In the collection department, students of the fourth grade work, grow plants intended for the manufacture of visual aids for natural history lessons and extracurricular activities. Most often, there are field, industrial and other crops typical for the agriculture of the region. Here it is possible to grow medicinal plants of wild species and other crops under the program of socially useful labor.

When determining the species composition of plants for a class, it should be borne in mind that it is not necessary for all students to grow the same crop. The main thing is that students of the same class grow plants with a similar technology, that is, they master the skills and abilities of the same order and level of complexity, take the same part in planning work, calculating seed and planting material, breaking plots, preparing the soil, marking it, sowing, etc. planting, caring for plants, harvesting and accounting for crops, making visual aids.

On the territory of the training and experimental site, in addition to plants, there are premises for hand inventory and tools, a special place is allocated for classes with a class, equipped with seats, tables and a canopy. The presence of tables and a canopy makes it possible to use such a green Class not only for conducting classes here, but also for drying crops, placing teaching aids and other purposes. There should be greenhouses and nurseries on the site. Their sizes are usually smaller than standard ones. Nurseries are ridges with high edges. You can put a film across the ridges, additionally strengthening its edges. In the resulting shelter, you can temporarily grow seedlings of heat-loving crops.

The site should have a special place for storage, mineral and organic fertilizers, composting.

Among the hand-held agricultural implements used in primary school, there are individual and group use implements. The first includes shovels, rakes, hoes, shovels for removing seedlings, hand-held rippers, watering cans, tape measures, cords, pedometers. The second group includes carts, stretchers, markers, baskets, seedling boxes and other equipment that is usually used by two people. All equipment for agricultural labor of primary schoolchildren should be of a lightweight and reduced type - a narrower and shorter blade of shovels, rake combs. All tools and equipment should only be folded clean.

To provide students with first aid for possible injuries, there must be a first-aid kit on the site.

Selection of crops for growing by younger students:

The Agricultural Labor Program for Grades I-IV provides a large list of plant species to grow. Of these, it is necessary to choose one or two species from each group (vegetable, decorative, fruit and berry), guided by the following general requirements.

When selecting crops for different classes, the growing season of plants, determined by the rate of growth and development, is of great importance. For students in grades I and II, fast-growing species are used, and in the I grade - ornamental plants, in the II - vegetables. Most often these are sweet peas, nasturtium, marigolds, fire beans, common beans, seed peas, edible beans. These plants have large seeds that are usually sown directly into open ground.

For students in grade III, species are recommended for cultivation that also have rapid growth and development, but require different tillage and differ in other elements of technology. In most cases, these are plants from the group of root crops - radishes, carrots, turnips, beets, green roots - parsley, celery, etc. From ornamental plants, petunia, snapdragons, annual carnations, etc. are suitable for this class.

In grade IV, children learn to grow plants in seedlings, that is, plants that have a long growing season. From the vegetable group for this class, the program recommends tomatoes, cucumbers, zucchini, eggplants, cabbage, etc. The set of ornamental plants propagated by seedlings is extremely large, of which asters, zinnias, carnations, petunias, annual dahlias, etc. are often used at school.

In addition to seed reproduction, junior schoolchildren must learn some vegetative methods: stem cuttings (black currant and other berry bushes, indoor plants) -III grade, mustache, dividing the bush (garden strawberries, decorative perennials of open ground "indoor plants) -IV class.

The topic "Class work" mainly includes the work of children to grow indoor plants. Naturally, they do not belong to the plants of the training and experimental site, but they have their own characteristics that must be taken into account when choosing species for younger students. For example, in grade 1 children must “learn the basic rules for caring for indoor plants. Experience shows that at this age, students know about the need to water plants, loosen the soil, wash and wipe off plants and dishes, but in most cases they do not know how to do it correctly. Therefore, a set of plants is completed for them, which are unpretentious to the conditions, with strong stems and leaves that can withstand not so careful handling. These include lemons, aspidistra, sansevier, ivy, clivia, etc.

In grade II, students grow houseplants from seeds. For this purpose, indoor balsam, indoor nightshade, hippeastrum, etc. are suitable. In addition, children continue to take care of the plants that they grew in the 1st grade.

In grade III, students master the ability to propagate indoor plants with stem cuttings, in grade IV - by dividing a bush (or other similar simple methods of vegetative propagation, but not stem cuttings). In this regard, for the III class, it is advisable to choose such species as tradescantia, pelargonium, coleus, fuchsia, ivy, scindapsus, plectranthus, sedums, etc., for IV - ferns, rhizome begonias, asparagus, etc.

Thus, using the above general provisions, the teacher from the whole variety of available plants will be able to choose those that will form the plant growing knowledge and skills provided by the program for this class.

Educational and experimental site - a specially equipped area near educational institution, which is a set of certain geographical, botanical and zoological departments, work in which contributes to the practical consolidation of theoretical agrosotechnical knowledge of students, i.e. this is the basis for experimental work. In particular, Ya.A. Comenius pointed out the need to create a small garden at children's educational institutions, "where students should sometimes be allowed in and given the opportunity to enjoy the spectacle of trees, flowers and herbs," and J.J. Rousseau considered gardening to be "the most important educational tool."

In Russia, one of the first school gardens appeared under the gentry corps in St. Petersburg back in the 18th century. and contained collections of medicinal, cultivated plants. The botanical garden, created according to the system of K. Linnaeus, existed in Tsarskoye Selo Lyceum at the time of A.S. Pushkin, where each pupil had his own small separate area - a kindergarten. The flourishing of the propaganda movement for gardening for educational purposes began in the 60s. XIX century. (N.I. Raevsky), in particular, school botanical gardens at Pskov (N. Varnek), Belevsky real schools and the Pedagogical Museum of military educational institutions (N.P. Zhivotovsky), a juvenile delinquent colony in Okhta (A.Ya. Gerd). According to the surviving descriptions, these were miniature botanical gardens, which mainly included wild plants, planted (sown) by families, taking into account their aesthetic qualities, ecological requirements for growing places. IN late XIX in. there were attempts to raise the culture of agriculture through the rural primary school, for which the school gardens were used. In the 30s. XX century. Based on the generalization of the teachers' experience, a system of organizing the school agrobotanical section began to take shape (NM Verzilin "Agrobotanical section of a secondary school", 1935), later expanded to agrobiological, with elements of animal husbandry.

At the present stage, the planning of the school site is not limited to elements of agrobiology. Its task is the most rational distribution of territory among all structural elements the work of the educational institution, including a sports ground, a play area for students of the extended day group, a recreation area, a meteorological site and a biological part. To keep the site in order, it is advisable to divide it into plots, assigned to separate classes. Every day, the classroom attendants clean and hand over their area to the person in charge of the school. To carry out seasonal work (tillage, sowing, planting, watering, etc.), classes in socially useful and agricultural labor are used. Some types of work can be performed by members of biological circles, students attending an extended day group, which must be taken into account by the teacher in charge of the site when drawing up a detailed work plan with an indication of the timing of their implementation.

At the site, it is planned to organize the primary school department on a separate territory, although a joint form of work in the flower and decorative, fruit and berry, field, vegetable crops department is often allowed. At the same time, the first form of management is methodologically more correct, which is due to the increased interest of younger schoolchildren in this kind of work than in children of other age groups.

At the preliminary stage of the development of the site, it is necessary to thoroughly familiarize with the terrain, soil properties, existing plantings and buildings. The site plan is created taking into account the climatic conditions, size, configuration of the site, its "specialization" (garden, park, etc.), the location of the school building, orientation in relation to sunlight, surrounding residential buildings, adjacent green spaces. In this case, it is necessary to take into account the basic rule of ecological design: the desire to imitate the natural state of plants in the natural world - in the depths, the place of accumulation of water, you can arrange a reservoir, rockery (rock garden).

The plan of the school site is brought to the attention of the school council and the school administration, after which they begin to break down the divisions of the site, playgrounds, paths. The main stage in the development of the site is the selection of cultivated and wild-growing plant species that are adapted to the conditions of the area (with the help of a biologist, agronomist); determining the amount of planting material for hedges, parks, etc .; planning of flower beds; tillage for planting; arrangement, if possible, of an artificial reservoir, a rock garden, etc.

In the future, it is advisable to carry out the following types of work: 1) lessons-excursions on interdisciplinary (core) topics: "Plants", "Animals", "Seasonal changes" in nature, "Ecology of the city", " General biology»(For secondary school), etc .; 2) lessons-excursions in the study of integrated natural science courses with an ecological focus; 3) practical exercises in the "Plants" section; 4) performing independent observations (phenological) in the study of seasonal phenomena, the role of individual components in the life of the agrocenosis; 5) completion of summer assignments in natural science by primary and secondary school students; 6) practical exercises and excursions with younger students.

This department as a whole contributes to the successful mastering by children of initial knowledge about nature, agriculture, some special work skills, and the development of a creative attitude to work.

The choice of crops is determined by local conditions and curricula... However, the normative subdivisions of this territory and activities include: 1) the cultivation of flowers, including annual floral and ornamental (poppy, zinnia, marigolds, asters), and legumes, root crops (radishes, beets, carrots) and carrying out the simplest experiments with them; 2) cuttings of currants and other plants; 3) growing seedlings of vegetable and flower-ornamental plants (in boxes, soil), sowing and planting them, caring for fruit trees and berry bushes, working with perennial flowers, practicing plant propagation by layering and dividing the bush. That is, on the school teaching and experimental site for the elementary school, there should be the following departments: vegetable, fruit and berry (orchard), flower and decorative, collection.

When organizing work on a near-field experimental site, it is necessary to have equipment that allows you to carry out all operations from soil preparation to harvesting, which, taking into account the characteristics of age, should be lightweight. The inventory is placed on hangers and stands, three of which require systematic cleaning and maintenance (including cleaning and lubrication after the end of seasonal work).

At the same time, the work of children in each department of the site has its own characteristics.

1. Growing ornamental plants.

This topic involves working both directly on the school-experimental site, in a greenhouse, a greenhouse (planting dahlias, peonies, etc.), and in a classroom (a corner of wildlife, a biology office) with indoor plants with mandatory good lighting. Therefore, it is recommended to equip a corner of wildlife and a workplace in the bright part of the room, closer to the windows.

In parallel, it is recommended to carry out the following experiments with ornamental plants: the effect of light on the formation of chlorophyll in the leaves, darkening by the size of the leaves, picking on the development of seedlings when growing summer plants with seedlings, removing faded flowers and inflorescences for the duration of flowering (calendula, marigolds, viola, campanula, escholzia, snapdragon, lupine, levkoy), the amount and timing of fertilization at the beginning and duration of flowering of summer plants; the study of varieties of asters, phlox and other wild plants and their cultivation on the site (medicinal, flowering), pollinating insects of certain groups of plants, etc.

2. Growing vegetables.

It is necessary to start work with a preliminary conversation about spring phenomena in nature, seasonal occupations of people - about the beginning of the sowing campaign and its significance for agriculture, the timing and specifics of sowing individual crops. Classes can be held both in the classroom and directly near the plots. It is advisable to pre-divide all reported material into blocks: theoretical, which can be previously reported, and practical, requiring visual, concrete-practical operations.

To conduct classes, you must have seeds (peas, carrots and other vegetable plants), buckets for carrying humus, sand for mixing (for example, with carrot seeds), measures (sticks of the appropriate length - at the initial stage), a marker or cords, labels.

Before sowing, the teacher provides the minimum necessary information about the planted species. Work with any planted species is carried out in stages: a) general preparation for practical work; b) information about the plant: for example, peas are a cold-resistant plant (seed germination temperature 2 ° C), demanding on moisture; seed planting date - late April - early May; landing method - two-line ribbons. After conducting an introductory conversation, the teacher shows the techniques of sowing culture with the subsequent consolidation of the mastered technique by children on their plots; c) showing by the teacher (in this case, it is necessary to take into account that the distance between the grooves for low-growing varieties is 20 - 30 cm, for high ones - 40 cm, between plants in the beds - 2 - 3 cm): when working with peas using a marker on the plot, adults are carried out grooves with a depth of 5 - 6 cm, an explanation and demonstration of the sowing procedure (methods of sowing seeds) is carried out; d) primary reinforcement: two students repeat the operations shown by the teacher (after making sure that the children have mastered the seeding technique, the adult proposes to switch to frontal work); e) frontal work; f) recording by students in the diaries of the observation results: the date of sowing, the appearance of seedlings (while individual seedlings are dried and glued as illustrations to the work), the timing of all work; g) during harvesting, it is necessary to once again draw the attention of children to the peculiarity of the nutritious parts of the plant that are significant for humans (for example, the root crops of beets and carrots), the life of the plant (biennial - in the first year, roots are formed, in the second - seeds).

The ultimate goal of work in the first grade is for children to learn in practice the basic rules of caring for plants.

3. Growing fruit and berry crops (II - III classes (III - IV classes)).

Work in this area involves consideration of a number of topics:

III class(propaedeutically in grades I and II): a) preparation for planting cuttings of berry crops (currants); b) planting cuttings, followed by watering and mulching; c) caring for planted cuttings.

IV class: a) preparing berry bushes and fruit trees for winter; b) planting berry, ornamental shrubs; c) reproduction of fruit and flower-ornamental plants by dividing the bush; d) planting rooted strawberry rosettes in a permanent place; caring for her.

4. Phenological observations at the training and experimental site.

Phenology- a system of knowledge about the seasonal development of nature, and observations of periodic (seasonal) phenomena in the life of the latter are called phenological, respectively: the appearance of the first thawed patches, the arrival of birds, the beginning of sap flow in plants, the beginning and end of flowering, vegetation, ripening of fruits and seeds, the beginning of leaf fall, the onset of frost, etc. This is an elementary and most common form of work with children of any age, which does not require lengthy preliminary preparation and arrangement of a specific place.

In particular, depending on the results of phenological observations, the following types of agricultural work are recommended: 1) willow blossoming - the beginning of tillage and sowing of early vegetables (carrots, parsley, turnips, onions, dill), selective sowing of oats, peas; 2) the beginning of flowering bird cherry - sowing flax, barley, spring wheat, beets; 3) the beginning of birch greening - planting of seedlings of rutabagas, early cabbage, early varieties of potatoes; 4) blooming of bird cherry - mass planting of potatoes, sowing ornamental plants (sweet peas, asters) into the ground; 5) flowering of yellow acacia - the beginning of sowing cucumbers, beans, buckwheat; 6) blooming of winter rye - the beginning of haymaking, silage harvesting; 7) determination of the beginning and end of the vigorous activity of pests, the timing of their appearance, the most vulnerable moments life cycle.

Based on the materials of phenological observations, it is advisable to compile a calendar of the nature of your region, region (for which it is necessary to have data for at least 5 years).

5. Experimental and practical work on the school site.

This type of work is mandatory in the framework of the activity-based approach to learning. Its task is to establish influence environmental factors on the life of plants and animals, conditions and methods of influencing the harvest. Any work assumes the presence of experimental and control options, in accordance with which the comparison will be carried out: for example, an experimental plot of plants fed with fertilizers, and a control one without feeding. A distinction is made between single work - when isolating the factor under study from the general complex of acting ("the principle of single difference") and complex (checking the action of a system of factors); estimated by measurements ( biological method) and sense organs (organoleptic).

The effectiveness of experimental work depends on its correct organization. The setting of the experiment should be preceded by a detailed plan indicating the following points: a schematic plan of the site, the placement of crops; field experiment schemes; list of main observations; approximate terms and procedure for performing work; the need for inventory, seeds, fertilizer.

To obtain reliable data, the experiment should be carried out in parallel on 5 - 6 plots of the same type (preferably over several years); for flower and decorative leafy species, the study period should be at least two years under normal growth conditions.

Experimental-experienced plants are those that are grown under the same conditions, therefore, those located at the edge of the experimental plot are "protective" and are not taken into account when processing the results. For the accuracy of the experiment, agrotechnical methods for caring for soil and plants should be the same in all variants of the experiment, as well as the quality and quantity of planting material.

In general, the following requirements are imposed on conducting experimental work on the experimental and control plots:

a) selection for sowing, planting of plants, seeds of the same quality: fruit seedlings must be healthy, on uniform liners, the same in development - the thickness of the stem and the root collar, the height, number and length of branches; selection of young and fruiting trees is carried out according to the diameter of the trunk and crown (taking into account the height of the latter);

b) the simultaneity of work: the same terms, conditions (wetting experimental seeds in a solution of salts, control - in water);

c) simultaneous weeding, loosening, irrigation and other types of agrotechnical work, including harvesting, both on the experimental and on the control plot;

d) qualitative and quantitative study of the influence of factors on plants; for this kind of complex experiments, more than two plots are allocated, for example: when studying the effect of irrigation on yield - the first plot without irrigation (control), the second - two irrigations (I option), the third - three irrigations (II option) - with all the options in the scheme of the experiment is indicated by numbers with a clear distinction of numbered plots on the ground;

e) compliance with the condition of equality of plots when choosing a site; you should not occupy the territory on a steep slope, although the use of gentle slopes without obvious soil erosion is allowed;

f) mandatory consideration of the results of the experiment, for example, the growth and fruiting of plants, environmental conditions; at the same time, observations of plants are conventionally divided into two groups - carried out on all experimental samples (yield, its quality - wild animals, seedlings, harvest) and typical ones, specially selected in an amount of at least three from each plot (growth dynamics, yield formation);

g) to obtain comparable data, it is necessary: when describing, select plants of the same age and simultaneously planted, their parameters must correspond to the biological characteristics of the species, the description of ornamental plants should be carried out during their full flowering; when evaluating signs, a five-point system is used: "5" - highest degree the severity of this or that sign (terry, damage by pests, etc.), "0" - the complete absence of a sign.

Unfortunately, in recent years, in most urban schools (due to the density of buildings, changes in the "status" of a city dweller perceived by adults and children), this form of work has been reduced to zero, although it is precisely its activity-practical aspect that allows schoolchildren to better assimilate the studied natural history material. On small land plots, there is no real opportunity for the placement of training and experimental sites, greenhouses, greenhouses, and the minimum of study time and the overload of children do not allow to fully carry out this kind of labor-intensive work on caring for plants.

The cultivation of vegetable, fruit and berry crops on the school site is unacceptable in the city due to the environmental situation, while in the village it is possible to conduct observations at home. Therefore, when planning modern school sites, preference is given to wild plants and flower and ornamental crops, which can be objects for carrying out simple experiments to identify the nature of the influence of fertilizers, feeding, daylight hours, humidity, temperature and other factors on plant growth. It is possible to carry out the following forms of work: comparison of natural and artificial communities and identification of the coefficient of their commonality; environmental monitoring; observation of plants, insects, birds, earthworms. Therefore, the most appropriate, according to N.A. Scarecrow, is the organization of the departments of the biological part of the school site: 1) a collection of plants adapted to different environmental conditions; 2) a collection of plants with different morphological features; 3) "living herbarium"; 4) collection of medicinal plants; 5) collection of wild plants; 6) Darwin's site; 7) arboretum; 8) nursery for trees and shrubs; 9) park flower and decorative department.

The set of possible works presented above in various departments of the training and experimental site reflects the activity-practical nature of the work of primary schoolchildren in the course " The world»And aims to integrate science and agricultural foundations of education.

I. In the system of teaching agricultural labor, an important place is occupied by an educational and experimental site. It serves as a basis for experimental work and providing biology lessons with demonstration and handouts in the form of living plants or visual aids made from them. The knowledge of students gained in biology lessons is deepened on the experimental site and found practical use... Working on the experimental site, students acquire labor skills and skills for growing plants, practically get acquainted with their biological characteristics.

The training and experimental site is the base of the creative experimental and practical work students only if the following conditions are met:

1. The site contains the crops required by the program.

2. The size of the plot provides an opportunity for the students to develop work skills and some skills in growing plants.

3. The layout of the site meets the agrotechnical and pedagogical requirements for it. On the site there are conditions for autumn plowing and spring cultivation of the soil of the vegetable and field departments with a tractor unit.

At the UOU, extracurricular experimental, research and environmental work is carried out, work on the organization of socially useful, productive work of schoolchildren in growing agricultural products and the preparation of handouts and demonstration materials for use in biology lessons.

The functioning of the educational and experimental section of the school allows you to solve a complex of educational tasks:

Improving the knowledge of students in the above disciplines, familiarizing students with the main agricultural and physiological processes, basic biological and ecological concepts;

Development of students' interest in professions related to nature, agriculture, biology and ecology;

Ensuring a close connection of the foundations of biological and agricultural sciences with labor, procurement didactic material for use in biology lessons;

Formation of intellectual and practical skills related to the conduct of observations and experiments, with an assessment of the state of the environment in the school territory, with the design of measures for the improvement of the school territory;

Formation in schoolchildren of a responsible attitude to work, to the environment, to activities to preserve and improve it, to instill in students an ecological culture - respect for the laws of nature, the ability to correlate their behavior and economic activity with them;

Development of certain skills and abilities necessary for working with the land, instilling in students the skills of growing plants, mastering methods of managing plant development;

Acquaintance of students with the main types of cultural, medicinal, local wild plants.

At the school training and experimental site, work is organized in accordance with the requirements of the curriculum.

Types of occupations and organizational forms at the UOU.

The school study and experimental site is an open-air biology room for lessons, practical exercises, experiments and observations. Classes on the site have the following forms:

1. Lessons: methodically conducted in the same way as in the classroom, but with the use of natural clarity.

2. Practical lessons: organized according to the topic of the lesson.

3. Lessons-excursions: conducted simultaneously on several topics during one lesson.

4. Works on the basics of agricultural labor.

5. Completion of assignments during spring and autumn classes, workshops, summer work.

6. Work of the circle of young naturalists.

7. Work on the collection and preparation of handouts for lessons.

Practical exercises on the site have the following goals:

To ensure the further development of knowledge on the topic and on the subject in general. Help students acquire practical skills and abilities. Maintenance of the site.

Approximate scheme of practical training:

Generalization of knowledge, revealing the purpose of the work. Briefing showing the correct work techniques. Students performing work, indicating work deficiencies. Summing up the results of practical work.

The main activities of students on the site: growing plants, observing their growth and development, conducting experiments in accordance with the programs of labor education, natural science, biology, ecology.

Documentation of the training and experimental site.

The work of students at the site is organized in accordance with the plan, which is an integral part of the school's educational work plan.

The head of the training and experimental section, develops the training and production plan for the section. The work plan of the UOU is reviewed by the teachers' council and approved by the school director. The work plan of the UOU defines:

Educational tasks of work on the site;

Analysis of work for the previous year;

Work tasks for the new academic year;

General characteristics of the training and experimental site (area of the site; the main departments providing educational and extracurricular work of students; crop rotations and processing system; fertilizers, providing an increase in soil fertility and growing high yields; a list of plants and animals;

Brief description of the soil, the presence of a fence, the possibility of irrigation;

Instructive and practical work to be performed by students in accordance with the program in biological disciplines and agricultural labor;

Experimental work in departments, topics of experimental and research work;

Material support for work on the site: determining the need for agricultural implements and equipment, for sowing and planting material, fertilizers, pesticides, seeds, etc .;

Schedule of lessons and practical classes at the UOU during school year and during the summer holidays;

Providing guidance to pedagogical personnel in the spring-summer-autumn period of work (assigning teachers, class teachers, teachers of extended day groups, who are responsible for work on the site, their work schedules, including during vacation time);

Use of materials of experimental work and products grown at UOU for equipping classrooms, for feeding students in school canteens;

Forms for summing up the results of the work.

The work plan is accompanied by a regulation on the UOU, a site plan, a journal for recording the work of students at the site, a UOU passport, diaries of experiments.

Organization of the land area of the school UOU.

In accordance with the Land Code of Russia and the model regulation on an educational institution (approved by Decree of the Government of the Russian Federation of 01.01.01, No. 000, as amended by decrees of the Government of the Russian Federation of September 9, 1996, No. 000 and 01.01.01, No. 38) allocation of land plots to schools for educational purposes is carried out on the basis of the decision of the executive authorities of the constituent entities of the Russian Federation, land assigned to state and municipal educational institutions for unlimited free use.

The educational and experimental section of the MKOU "Mikhailovskaya Secondary School named after the Hero of the Soviet Union" was founded in 1991. The area of the plot is 0.5 hectares, the plot is located on a small hill with a gentle northern slope, far from groundwater. The soils of the plot are chernozem, the humus content is 6-7%, the arable layer is 20-25 cm. The structure of the soil is fine-grained. The width of the central path is 1.6 m, the other paths are 1.2 m. The experimental plots are extended in length. the row is 5-6 meters long. The school training and experimental area is fenced with a natural hedge and provided with water for irrigation. (Annex 1)

To perform educational tasks at the UOU of the school, departments are organized:

Fruit and berry department. Department of field crops (grain, industrial, fodder). Department of Vegetable Crops. Department of ornamental plants. Department of Biology. Department of Plant Ecology. Primary school department. Production department Dendrological department (tree and shrub species). Protected ground department (greenhouse).

The UOU includes a "green class", a recreation area, a utility room for storing agricultural implements and fertilizers.

In the departments of field and vegetable crops the most important crops of our region are grown in the system of crop rotation, experiments are being carried out on agricultural technology for growing crops, and practical work.

Crop rotations are organized in the vegetable and field departments. Crop rotation patterns correspond to the composition of the crops selected for cultivation.

At the UOU Mikhailovskaya Secondary School, we use a three-field crop rotation: 1) beans, onions on a feather; 2) root crops; 3) tomatoes

The department of vegetable crops is one of the leading at the training and experimental site.

It is assigned to students in grades 5-6. Some of the vegetable crops are placed in the collection section. For example, perennial vegetable plants (trampoline, sorrel, rhubarb, asparagus, etc.), some green plants (dill, parsley, lettuce).

Leveling crops are envisaged at the experimental site. At the school's educational institution we use the following vegetable crop rotation: 1) cabbage, 2) tomato and root crops, 3) equalizing sowing - potatoes.

In the floral and decorative department annual, biennial and perennial flower-ornamental plants are grown, experiments are carried out with them and various types of decorative landscaping are considered.

Flower and ornamental plants are planted at the entrance to the site.

Sweet peas and nasturtiums are planted in the center of the flower bed.

A significant part of the plants are first grown by students in the form of seedlings in a greenhouse, and then planted in the ground. Growing seedlings is a rather laborious job, but it ensures better development and earlier and more abundant flowering of plants.

In the beginning, we select cold-resistant plants for the flower bed: marigolds, marigolds, asters. in order to increase the cold resistance of seeds (asters), we apply seed hardening: wet seeds wrapped in a damp cloth are kept alternately for 12 hours at room temperature, and in the next 12 - at a low temperature - about minus 30C. part of the flower bed is occupied by perennial flowering phloxes, irises, lilies. The right mix of perennials and annuals ensures continuous flowering. To extend the flowering period, we systematically remove the fading flowers, preventing the formation of seeds.

The cultivation of ornamental plants is mainly of aesthetic value. But we must not forget about the educational role of these plants. They can be handouts for botany lessons.

In the collection department representatives of the main agricultural and systematic groups of plants, medicinal, melliferous, wild plants are cultivated.

From the collections of the economic orientation there are the following:

Perennial vegetable plants (trampoline, sorrel, rhubarb, asparagus)

Green vegetables (lettuce, dill, parsley, onions per feather)

Silage crops (corn, sunflower, forage cabbage)

Here we grow various varieties of the main crops - wheat, oats, millet, potatoes, tomatoes, cabbage, beets.

In the collection department we place a collection on plant taxonomy (typical representatives of families studied in a botany course) and an ecological corner. It also contains collections on plant morphology (various types of roots, stems, leaves, inflorescences), plants with different adaptations for seed distribution, with different deposition of nutrient reserves (in tubers, rhizomes, bulbs, roots, etc.).

In the department of biology a variety of plant species are grown, necessary for the study of a botany course. There are subsections here:

The external structure of flowering plants (morphology), plants are grown here on which you can study the typical forms of the external structure of the root, leaf, stem, flower, inflorescence and fruit;

Taxonomy of flowering plants, where the main representatives of the families provided for by the program are grown (cereals, liliaceae, rosaceae, nightshade, legumes, cruciferous, asteraceae);

Genetics and selection (to demonstrate the phenomena of variability and heredity, artificial and natural selection, the laws of G. Mendel).

In the environmental department there are various groups of plants studied in school curriculum biological disciplines: light-loving and shade-tolerant, drought-tolerant and moisture-loving. Plants of this department are placed in free groups, taking into account the necessary conditions for their life.

Primary school department consists of plots where students grow crops and other plants, in accordance with the labor education and environmental studies program. Elementary experiments are being carried out.

At UOU, students use a three-field crop rotation: 1) beans, onions on a feather; 2) root crops; 3) tomato.

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Protected ground at UOU it is created for growing seedlings of vegetable and flower crops.

To the department of protected ground a winter greenhouse enters. The work of students in such a greenhouse is very important for the development of their skills in growing plants and familiarity with the organization of the greenhouse economy.

The design features of the school greenhouse provide sufficient convenience for the simultaneous work of a large group of students. Internally, the equipment of the greenhouse corresponds to the age characteristics of students in grades 5-11. The racks for the ground are already 70 cm, the aisles are wider - 90-100 cm, the height of the rack is 70 cm.In the school greenhouse, there is a fairly free vestibule, where students are engaged in preparing soil mixtures, making nutritious pots, and sometimes picking seedlings. Subsequently, as the marginal plants close, the latter almost cover it. With caution, students can freely move along them in one row in a chain, when it is necessary for a more detailed examination of the plants during the excursion. Gable greenhouse with fodial heating.

The greenhouse is lit up as much as possible. For more even illumination, the main axis of the greenhouse is oriented from north to south. The beams of the glazed roof are located no closer than 45-50 cm from each other.

For additional lighting of plants in winter and spring, the greenhouse is equipped with fluorescent lamps.

To preserve heat in the greenhouse, sections of batteries and pipes are placed in sufficient quantities along the walls. For better soil heating, the pipes are run under the racks.

For the purpose of normal air exchange, as well as for regulating heat and humidity, the greenhouse is provided with a ventilation system. Good air circulation is achieved by installing a sufficient number of vents. There are two types of vents: supply air vents, that is, providing fresh air supply, and exhaust air vents. The supply vents are located in the side glazed walls, and the exhaust vents are located at the top of the greenhouse, on both sides of the ridge.

The greenhouse is provided with appropriate equipment: boxes for seedlings, a set of various markers for sowing and habits, watering cans, grates for sifting the earth, etc.

The site has small basement where you can store different varieties of potatoes and root crops, cabbage seed plants, etc. The walls and bottom of the basement are not cemented. The basement is provided with good ventilation and is reliably protected from freezing in winter.

The basement is equipped with racks for storing various varieties of root crops. In spring or summer, it is thoroughly cleaned, ventilated and disinfected.

In the production department they grow agricultural products for the school canteen: cabbage, carrots, beetroot, beans, potatoes, onions.

"Green class" intended for educational and practical training. Located indoors near the site.

In the back rooms of the UOU, agricultural implements, a first-aid kit with medicines and dressings necessary for first aid are stored. Fire-fighting equipment and a washbasin with soap are installed in the immediate vicinity of the utility rooms.

UOU is provided with agricultural implements in accordance with the standard list of training and experimental manuals and training equipment.

6. Organization of work of students at the school UOU.

Practical work and experiments specified in the program for biological disciplines and the basics of agriculture are carried out at the UOU according to the schedule approved by the school director, in accordance with the school's teaching and educational work plan.

In 2012, the following experiments were laid on the educational and experimental site of the school:

"The effect of pinching shoots on the yield of cucumbers" "The effect of hilling on the development of tomatoes" "A seedless way of growing cabbage"

The work schedule of students at UOU is established taking into account the safety rules for studying biology in secondary schools (instruction letter of the Ministry of Education dated 01.01.01, No. 000). Students are allowed to work on the site after familiarizing themselves with the safety rules.

Students work on a designated plot, providing systematic plant care.

Practical and experimental work of students at the school UOU is carried out at a high agrotechnical level. Experiencing introduces students to independent search, contributes to the enrichment of knowledge, the development of punctuality, and the improvement of practical and organizational skills.

Work on the site in the summer is organized according to the schedule approved by the school director.

9. Summing up the results of the work of the school UOU.

Every year in the fall, after the end of the harvest, the results of work at the UOU are summed up, after which the "Yunnat" exhibition of products grown at the UOU and the "Harvest" holiday is organized. The results of the work of students in the summer period are taken into account when deriving marks for the subject "Labor training".

The best exhibits are sent to the regional exhibition, designed as teaching aids for the biology office.

10. Accounting and distribution of the crop.

The agricultural products grown at the UOU are used by the school to organize meals for students in the school cafeteria.

II... Participation in the regional mass event "Yunnat of the Year" Exhibition.

Educational institution took part in the competition-event "Yunnat of the Year 2012"

The exhibits were presented in 8 nominations. According to the results of the regional exhibition "Yunnat of the Year 2012", the best exhibits were recognized:

1. In the nomination "Floriculture" material for growing flowers

2. In the nomination "Medicinal plants" material on the cultivation of various forms and varieties of medicinal crops.

3. In the nomination "Landscape design and architecture" materials for the design of private households.

4. In the nomination "Natural workshop" panel "Autumn motives"

5. In the nomination "Student labor associations" materials from experience.

According to the results of the regional exhibition "Yunnat 2012" in the Kursk regional children's ecological and biological center in the nomination "Floriculture", the material on growing flowers was awarded a diploma of the first degree.

IV... CONDUCTING EXPERIMENTAL ACTIVITIES WITH STUDENTS DURING THE PERIOD OF TRAINING PRACTICE.

Topic:

"Influence of the density of sowing carrot seeds on its yield"

Introduction

Experimental technique

Results

Conclusion

Bibliography

Introduction

When growing carrots, big problems arise when seeds germinate from 10 days at t = 150C to 20 days at t = 4-50C, seed germination is less than 100 percent. If the spring is dry, and this often happens in our area, then carrot shoots are very rare and the yield is low, if the summer is rainy with low sowing of seeds, the carrots crack and lose their presentation.

Therefore, at the educational and experimental site of the MKOU "Mikhailovskaya secondary school named after Hero of the Soviet Nesterov", it was decided to lay the experience: "The influence of the density of the weight of carrot seeds on its yield."

Carrots are rich in carbohydrates (up to 10-20 mg%) and carotene (up to 20-25 mg%). This culture contains vitamins C, B, B, B, E, P, PP. To satisfy an adult in the daily requirement of vitamin A, 80-100 g of carrots are enough. Carrots serve as raw materials for the production of carotene, and daucarin is isolated from its seeds - a remedy used for angina pectoris. Possessing medicinal properties, carrots are used for anemia, contain anthelmintic substances, reduce the acidity of gastric juice, and have bactericidal properties.

Root crops of carrots have high taste and dietary qualities. They contain 9-16% of dry matter, the main component of which are sugars - glucose and sucrose (up to 9%). Carrot roots are widely used in cooking as an independent dish and as a seasoning. Carrots are also an irreplaceable vitamin feed for young poultry, piglets and calves.

Morphological features of carrots

According to the modern classification, cultivated and wild-growing carrots are combined into one species, Daucus carota, which includes 10 varieties.

Carrots are a biennial plant; in the first year forms a rosette of leaves and a root crop, in the second year of life - a seed bush and seeds.

Stems hollow, rounded or ribbed, pubescent, reaching a height of 0.5-1.5 m, and sometimes 2 m.

Inflorescence- a complex umbrella consisting of separate umbrellas. The outer flowers of the umbrellas are larger. There are 10-60 flowers in the umbrella.

Flowers small, bisexual, with a lower two-nested ovary, two columns and five stamens. The perianth is complex, five-membered. Petals are white, sepals are reduced. There are both male and female flowers.

Fetus consists of two freely separating seeds. Carrot seeds differ from seeds of other celery plants by weak development of 5 main ribs; between the latter there are 4 minor ribs, covered in one row with hairs. The mass of 1000 seeds is 2.0 ... 2.4 g.

Root vegetable- thickening of the main root and stem. It consists of a head, neck and root. The head is the supra-cotyledonous part of the plant (epicotyl), it is a stem with a strongly shortened internode. A rosette of leaves with axillary buds develops from the head. The neck is the middle part of the root crop, it is formed as a result of the growth of the hypocotyl knee (hypocotyl). During the formation of elongated carrot root crops, the main part of the food organ is formed from the primary root. The lower part of the root crop develops due to the thickening of the main taproot, around which a developed suction root system is formed. Since carrots form a root vegetable mainly due to the root itself, they cannot be grown as seedlings and transplanted, because when the root is damaged, ugly root vegetables are formed.

The root crop is a storage organ. Its mass increases due to the activity of one cambial ring. Reserve nutrients are deposited in the crustal parenchyma, which in the carrot-type root vegetable has a predominant development and is covered with skin. The xylem inside the cambial ring is relatively less developed. Carrots have a thick layer of bark, often of intense orange or red color. The inner core is wood, pale-colored, has a rough texture.

Biological features of carrots

Table carrot (Daucus carota L.) is a biennial plant of the Celery family (Apiaceae). In the first year of life, it forms a rosette of leaves and a thickened fleshy root crop. In the second year, the planted root crop again forms a rosette of leaves, forms a flower stem, blooms and gives seeds.

There are the following stages of the life cycle of carrots:

1) germination of seeds and emergence of seedlings;

2) rosette growth of leaves and roots;

3) the formation of root crops;

4) stem formation;

5) inflorescence and flowering;

6) fruit formation and seed ripening.

Depending on the conditions during the growth period of carrots, the two-year development cycle may be disrupted and then the flowering stem is formed in the first year. Sometimes the opposite phenomenon is observed, when the roots planted to obtain seeds do not bloom and do not form seeds. This happens when the roots are stored at elevated temperatures and wither.

Seed germination requires a lot of moisture. The seeds contain essential oils that impede the access of moisture to the embryo, so the seeds slowly swell and germinate. A root appears from the seed, which takes root in the soil and begins to absorb water and nutrients from it. Then a stalk appears with a bud and two cotyledonous leaves (fork phase), which quickly turn green, grow, and fulfill their role before the formation of true leaves. Under favorable conditions, the fork phase lasts 6-10 days, then true leaves are formed. The first true leaf is formed 10-15 days after germination. The thickening of the root crop begins only 40-60 days after sowing. Full development of the root crop in early ripening varieties occurs in 80-100 days, in late-ripening varieties - in 120-140 days. After seed germination, the root system of carrots develops rapidly and even before the cotyledons reach the soil surface reaches a length of 10 cm, simultaneously forming lateral roots densely covered with root hairs. The bulk of the roots are located at a depth of 30 cm, and individual roots penetrate up to 2 meters deep. After the appearance of true leaves, under the influence of growth processes, the primary root bark is shed and replaced with a new one - the so-called root molt occurs. At the same time, the plant assimilates the maximum amount of nutrients from the soil. After molting, the growth of the root crop begins. Due to the fact that in this phase the leaf surface is greatly increased and evaporation increases, the plants experience a great need for moisture. The lack of moisture slows down growth and negatively affects the further formation of the root crop. During the period of root crop growth, potassium is of particular importance among the nutrients. With a lack of it, the outflow of nutrients from the leaves to the root crop is inhibited. Carrots are cold-resistant plants. Its seeds begin to germinate at a temperature of 4-50C, but the germination period is extended by 15-20 days. At a higher temperature (15-200C), the germination period is reduced to 8-10 days. Seedlings tolerate frosts of -2, -30C, and adult plants up to -40C. The root crop grows best at a temperature of 20-220C. Plants are more demanding on the heat in the second year of life. Carrots are hygrophilous, but do not tolerate high groundwater and flooding. The greatest need for moisture is during the period of seed germination, as well as the formation of root crops. Having formed a deeply penetrating root system, carrots tolerate temporary drought well. The optimum soil moisture is 65-75% HB, the optimum relative air humidity is 70%. The groundwater level for carrots should not be near the soil surface. Carrots give high yields on medium loamy and sandy loam soils with a good content of nutrients, cultivated sod-podzolic and gray forest soils, on floodplain alluvial varieties. On heavy clay soils, seedlings are greatly delayed, and root crops are deformed. The optimal reaction of the soil environment for carrots is close to neutral, and the plants sharply reduce the yield even with a slight increase in soil acidity. Carrots take one of the first places after cabbage for the removal of nutrients. Each ton of root crops takes out from the soil about 1.3 kg of phosphorus, 3.2 kg - nitrogen, 5.0 kg - potassium, 4.0 kg - calcium. At the same time, carrot seedlings do not tolerate the concentration of soil solution above 0.01% poorly. The greatest amount of mineral elements is absorbed by carrots in the second half of the growing season. The yield, quality and keeping quality of root crops are improved with increased potassium nutrition. Therefore, potash fertilizers need to be applied 20-30% more than nitrogen fertilizers. Carrots are a light-loving plant, thickening of crops and the presence of weeds sharply reduce its yields. The relation to the length of the day is associated with varietal characteristics: varieties of southern origin are adapted to growing on a short day, but many varieties form a root crop well on a 24-hour day in the Far North.

Regionalized varieties of carrots

In the Kursk region, the following carrot varieties are zoned: Nantskaya 4, Shantene 2461, Losinoostrovskaya 13, NIIOH 336, Rogneda, Vitaminnaya 6, Vita Longa.

Nantes 4. The variety is early ripening, fruitful, the period from sowing to harvesting bunch carrots is 50-53 days, to harvesting root crops 95-110 days. The highest yield is 431-607 c / ha. Marketability of root crops is up to 92%. Cylindrical root crop with a blunt end, orange-red. The core is small, red. Root weight 60-130 g. Taste qualities are high. The disadvantage is cracking of root crops, poor resistance to pests and diseases, poor keeping quality.

Losinoostrovskaya 13. The variety is mid-season. The period from sowing to obtaining a bunch of carrots is 50-55 days, to harvesting root crops 100-120 days. The root crop is cylindrical, with a weak slope to the base. The tip of the root vegetable is dull. The average weight of a root crop is 80-140 g. The color of the pulp is blood-red. The core is small, red. High-yielding variety. Marketability is high. Differs in a high content of carotene. Good taste and keeping quality.

Chantenay 2461. The variety is mid-season, high-yielding. The period from sowing to harvesting bunch carrots is 47-55 days, to harvesting root crops 118-125 days. Marketability 70-90%. The root crop is truncated-conical in shape, running down to the base. Average weight 65-165 g. Orange pulp. The pith is of considerable size, light orange. Taste is average. Resistant to diseases and flowers. The root crop is prone to cracking, keeping quality is good.

The mid-season variety possesses good taste and technological properties. NIIOH 336; the growing season from full germination to technical ripeness is 73-98 days, the weight of the root crop is 96-132 g, the yield is 49-83 t / ha, the keeping quality is very good, the high content of carotene is 13.4-27.5 mg%.

Canteen carrot cultivation technology

Place in the crop rotation

In a crop rotation, carrots are grown in the second year after applying fresh organic fertilizer. The best predecessors in vegetable crop rotations are legumes, early cabbage, early potatoes, cucumber, and tomato. To prevent the development of diseases and mass reproduction of pests, carrots are placed along the seam turnover in crop rotations with 3-4-year cultivation of perennial grasses. When determining the type of crop rotation, it is necessary to strive for all plots to have a leveled, relatively light texture, optimal water-air regime, high humus content (> 4%), an optimal ratio of macroelements, an almost neutral reaction of the environment (pH 5.6 - 7.0 ).

Seed preparation for sowing

The seeds must have a high germination capacity (not less than 70%) and vigor of germination.

Sowing terms and methods

Sowing dates for carrots depend on the purpose of the products obtained. For food and seed purposes, carrots are usually sown in early spring, at the same time as early crops. During spring sowing, optimal conditions are created for seed germination and the formation of a high yield of root crops.

In spring, carrots can be sown at a temperature of 4 ... 5 ° C and soil moisture% HB.

The seeding depth on light soils should be no more than 2.5 cm, on light loams - 2 cm.

Crop care measures

Careful care is required for carrot crops. Particular attention is paid to the control of soil crust and weeds.

Seedlings of carrots appear very slowly. It is during this period that a soil crust may form after watering or rains. Carrot planting care consists in systematic loosening of row spacings. So that inter-row cultivation can begin before the emergence of shoots, seeds of lighthouse crops (lettuce, radish) are added to the carrot seeds.

Harvest

Carrots are harvested at the stage of biological ripeness, in dry weather in late September - early October. It is taken into account that the bulk of root crops is formed in the last month. But you need to clean it before frost.

For winter storage, healthy, undamaged root crops are laid in storage with active ventilation. Carrots are very demanding to store, so the storage conditions must be carefully controlled.

Storage temperature: 0 - 10C;

Air humidity:%;

Maximum shelf life: 6 months.

Timely and high-quality performance of operations on sowing, care and continuous harvesting of root crops by machines guarantees high yields of carrots (50 ... 60 t / ha), helps to reduce labor costs, reduce production costs and production costs.

Plot characteristics

In MKOU "Mikhailovskaya secondary school named after Hero of the Soviet Nesterov", an area of 5 hectares is allocated for the site. The site is located on a small hill with a gentle northern slope, far from groundwater. The soil of the site is black soil with a humus content of 6-7 arable layer of 20-25 cm, the structure of the soil is fine-grained.

Artificial water supply - pumping system from a water tower.

Typical weeds: blackweed, field bindweed, sow thistle, wheatgrass, quinoa, shepherd's purse.

The plot is divided into 12 fields. There is a central track 80 cm wide and side tracks 50 cm wide.

The climate is temperate continental, the amount of precipitation is 500-600 mm per year.

The site was founded in 1991 simultaneously with the construction of a new school building. Throughout the entire time, the students grew vegetables on the site for the school cafeteria.

Experimental technique

The experience was laid in two versions:

Experience scheme:

Experimental plot area 100 m2

Control plot area 100 m2

On experimental plots, 10-11 grams of carrot seeds were sown for every 10m2.

On the control plots, 4-5 grams of carrot seeds were sown for every 10m2.

Results

The carrots were harvested in early September.

The yield of carrots on the experimental plot was 36 kg from 10 m2 or 360 kg / ha.

The yield of carrots on the control plot was 34 kg from 10 m2 or 340 kg / ha.

conclusions

As a result of the experience, the students came to the conclusion:

That in order to obtain a higher and better yield of carrots at the school-experimental plot of the MKOU "Mikhailovskaya Secondary School named after Hero of the Soviet Nesterov", it is necessary to increase the density of sowing carrot seeds to 10-11 grams per 10 m2.

On the experimental plot, the carrots were even, medium in size, without defects.

On the control plot, the size of carrots is different. The largest root crops showed defects.

Conclusion

Students of the MKOU "Mikhailovskaya Secondary School named after Hero of the Soviet Nesterov" plan to lay the experience: "The influence of the density of carrot sowing on its yield" in order to obtain more objective data based on the results of observations over several years.

Features of the cultivation of agricultural crops

1. Influence of ecological and matrix conditions on the quality of seeds

2. Biological features and technology of carrot cultivation

3. Biological features of single-sprout and multi-sprout sugar beets

4. Biological features, methods, sowing rates of fodder beets

5. The main fruit crops of the village. Curls. Features of apple cultivation

6. Assignment. Drafting technological map cultivation (agrotechnical part): peas

Bibliography

1. Influence of ecological and matrix conditions on the quality of seeds

The quality of the crop is determined by the ratio and combination of internal and external factors. Internal factors include the natural characteristics of plants, their biological essence, hereditary characteristics. External factors are climatic conditions, soil composition and a set of agrotechnical measures.

The nutritional value of grain is influenced by external environment... For the first time the influence of the geographical factor on the chemical composition of wheat was shown by Lyaskovsky in 1865. He established that the richest in protein is wheat grown in the Middle and Lower Volga regions, Ukraine, Northern Kazakhstan, and Western Siberia. Later it was shown that the accumulation of a large amount of protein in the grain depends on the composition of the soil, the presence of the necessary, but not excessive amount of moisture in it, sufficient illumination and heat - optimally 20 - 30оС. The accumulation of nutrients is hindered by rains during the first period of grain filling, when the nutrients entering it are in a low molecular weight, soluble state. Soluble carbohydrates and proteins seem to be washed out of the grain, "drain", and it remains puny, poorly poured. Therefore, areas with frequent rainfall during this time produce crops with less protein. It is noted that grain crops are characterized by different resistance to unfavorable growing conditions. The most stable is winter rye, followed by spring barley, winter and spring wheat.

The composition of the soil and the use of mineral fertilizers are the most essential factors for obtaining high grain yields. At present, the fertility of even the most powerful chernozems is not enough to ensure high yields using intensive technologies for growing grain crops, therefore the use of organic and mineral fertilizers is necessary. The increase in grain yield as a result of the use of macrofertilizers (salts of nitrogen, phosphorus and potassium) is (c / ha): winter rye - 7.0; winter wheat - 6.7; spring wheat - 4.4; corn - 11.6; spring barley - 6.8; oats - 7.1; buckwheat and millet - 4 each.

However, the use of mineral fertilizers should be carried out under the strict control of the chemical service of the agro-industrial complex a. Plants should receive the necessary nutrients, taking into account their presence in the soil and the projected yield. An excess of fertilizers, as well as their lack, reduces the yield, impairs its technological and nutritional value and can lead to the formation of harmful substances, for example, nitrosamines1.

2. Biological features and technology of carrot cultivation

Carrots are cold-resistant plants. Its seeds begin to germinate at a temperature of +4 ... + 5 ° С. However, at this temperature, seed germination lasts 15-20 days. With an increase in temperature to + 20 ... + 22 ° C, seed germination is accelerated, and ends in 8-10 days.

The most intensive growth of carrot root and leaves occurs when the soil warms up to + 15 ... + 19 ° С. For the formation and growth of root crops, the optimum air temperature is about + 20 ... 22 ° С, and for the growth of leaves + 23 ... 25 ° С. Fluctuations in air temperature have a greater effect on leaf growth than on root growth.

From sowing to technical ripeness of carrots, a sum of vegetative temperatures of 1700 ... 2500 ° C is required.

The formation of high yields is possible only with good lighting. Plants are especially demanding for light during the "molting" of the root crop. At this time, the crops should have a normal density and be free of weeds. A delay in thinning thickened crops (which can often be observed in our gardens) leads to "runoff" of the root crop, it lengthens and does not thicken further.

Carrots are the most drought-resistant plants in comparison with other root plants. However, for normal growth and development, it needs continuous moisture supply.

The optimum soil moisture regime for carrots is within 75-80% HB.

The critical moments of water supply for carrots are the period from sowing to germination and the period of the most powerful development of leaves and intensive root formation.

Seedlings of carrots in the field usually appear 18-20 days, but in cold or dry weather it takes more than a month. The reason for the slow germination of seeds is due to the density of the seed coat and the content of essential oils in them, which prevent the penetration of water and air oxygen into the seeds. If you are late with sowing, the soil dries up and the seedlings are stretched until rainy weather is established.

Normal growth of carrot root crops is possible only with sufficient soil moisture. With a moisture deficit, plants grow poorly, roots become coarse, woody, and acquire a bitter taste. But too much watering in dry weather is dangerous. Abundant watering, as well as a sharp fall of precipitation, cause an increase in root crops from the inside. The tissues formed earlier (in drought conditions), having lost their elasticity, cannot withstand the pressure of the newly growing tissues, as a result, the roots crack

When growing mother plants, high-quality seeds are used: according to varietal qualities - elite, I and II varietal categories, according to sowing qualities - seeds of the 1st class (seed germination rate of at least 70%). Before sowing, the seeds are treated or thermally treated against fungal diseases (phomosis, black rot), the pathogens of which are transmitted with the seeds. For dry dressing, 50% TMTD dust is used (6-8 g per 1 kg of seeds). The dressing can also be carried out in the fall immediately after cleaning the seeds, since this preparation does not have a negative effect on the germination of seeds. During heat treatment, the seeds are placed for 15 minutes in water with a temperature of 52-53 ° C, after which they are dried and sown. At the same time, seed germination may decrease, so the sowing rate should be increased by 10-15% 2.

The timing of sowing carrots for seed purposes should be such that the uterine roots do not outgrow by harvesting and storage. Mid-ripening carrot varieties are sown at an early date, and early ripening ones - at a later date. The sowing pattern is cm or a row by 45 cm. Caring for seed crops differs little from caring for food crops.

crops. Varietal cleanings on carrot crops are carried out upon detection of impurities and diseased plants.

Testing is carried out before harvesting. After approbation, they begin to harvest the mother liquors, which must be completed before the onset of stable frosts. Frosts above 2-3 ° C have a detrimental effect on mother liquors (they die during winter storage). When harvesting, root crops are dug in with special digging brackets (OPKS-1.4), beet lifters (SNU-3, SNS-2m, etc.), mounted cultivators. When tested, the MMT-1 and EM-11 carrot harvesters (GDR) showed good results in harvesting carrots. Then the roots are pulled out by the tops and put into temporary piles with the roots inside.

The selected and cut mother liquors are placed in the field for temporary storage in ground piles and covered with earth with a layer of 10-12 cm to protect them from drying out and freezing. The laying of mother liquors for storage begins when a stable air temperature occurs within 4-5 ° C. The temperature in the storage should be no higher than 2-4 ° С3 at night.

3. Biological features of single-sprout and multi-sprout sugar beets

Beets are more heat demanding than other root vegetables. Its seedlings can withstand frosts only up to -1 ... - 2 ° C, which affects the sowing time - not early, as in other root crops, but medium (in the middle lane - the 2nd decade of May). Beet seeds begin to germinate at + 5 ° C, but the optimum germination temperature is + 20 ° C.

From germination to the beginning of root crops formation the optimum temperature is + 15… + 18 ° С.

During the formation of root crops, the need for heat increases to + 20 ... + 25 ° C.

Prolonged exposure to low temperatures (0 ... + 10 ° C) accelerates the transition to the generative state. So, in a cold rainy summer in early maturing beet varieties, up to 20-30% of plants can form a flower in the first year.

Optimum soil moisture is 75-80% HB.

Beets have a strong root system and are able to extract water from deep soil layers. Therefore, beets are not as demanding on moisture as other root crops.

Beets respond very well to irrigation - they give a large increase in yield. However, with a sparse plant density, a negative effect for production can be observed - root crops become too large

The best soils are sandy loam and loamy, rich in humus. Cultivars with rounded roots are less demanding on soil density than cultivars with elongated roots.

The optimum reaction of the soil environment is neutral (pH = 6-7). Even with a slight increase in acidity, the yield decreases sharply.

Beets are able to quickly restore the root system to its previous volumes in the event of the death of a certain part of the lateral and fibrous roots. This is one of the reasons for the adaptation of beets to different moisture supplies, although the proportion of lateral and fibrous roots in the dry mass is only about 3%. The share of root crops in dry matter is about 70%, and tops - about 27%. Root surface, as a measure of the ability to absorb nutrients and water, reaches almost double the leaf surface index during the growing season. Sugar beet tops consist of leaves (leaf blade and petiole) and a head. Two cotyledons turn green after reaching the surface (“fork” phase). 6-8 days after germination, the first pair of true leaves is formed, followed by 2-6 pairs. Further leaves unfold one at a time.

Leaf surface indices above 3.5 are not helpful, as the leaves shade each other. It can be assumed that only about 30% of the leaves are photosynthetically fully active. The formation of large numbers of leaves in late summer and autumn negatively affects yield4.

4. Biological features, methods, sowing rates of fodder beets

Seeds of fodder beet begin to germinate at a temperature of 4-50C, but for a friendly germination, at least 100C is required. Later, at temperatures below 100C, it grows slowly. The tops die at minus C. Fodder beets have increased moisture requirements, especially at the beginning of growth and development. With insufficient soil moisture, beets are very responsive to watering.

Fodder beets yield good yields on chernozem, sandy loam and loamy soils, but fail on saline and on soils prone to waterlogging and with high acidity.

Most of all, fodder beets are suitable for a temperate climate with precipitation of at least 450 mm, fertile loose chernozems, loamy and sandy loam, poorly podzolized soils. The growing season is days.

The varieties are divided into the following main groups.

The first group consists of semi-sugar varieties with conical roots of white and pink color. Among the fodder varieties, they rank first in terms of sugar content and dry matter content (15-17%), the yield is average. Cultivated in the southern regions of Russia.

The second group consists of varieties with elongated oval conical roots. The varieties of this group have a high-yielding dry matter content of 14-15%. Distributed in the Chernozem and Non-Chernozem zones.

The third group - varieties with cylindrical or saccular roots, high-yield dry matter content of 12-14%. The roots are shallow in the soil. Mainly cultivated in the Non-Chernozem zone, in Siberia and the Caucasus.

The fourth group - varieties with spherical roots, with a shallow occurrence in the soil. The dry matter content of these varieties is not high; in terms of yield, they are inferior to the varieties of the third group.

Soil tillage in autumn includes stubble plowing and plowing for the fall. Snow retention is carried out in winter. In the spring, before sowing, soils (especially heavy ones) are plowed again to full depth and harrowed in two tracks, and in arid regions they are limited to stubble plowing and cultivation. The timing of sowing root crops depends on the climate of the area. It is best to sow them with early spring breads. Beets should be sown when the soil warms up well. Seeds of fodder beet are sown with row spacing of 50-60 cm. Seeding rates for fodder beet seeds are 16-18 kg

Beet seeds are covered by 2-4 cm. In addition to sowing seeds in the ground, beet seedlings are cultivated. In this case, the yield increases by 1.5-2 times. Seedlings require very careful care (loosening the soil, feeding, thinning, watering in insulated beds or in cold nurseries 35-40 days before planting it in the ground). The planting rate for growing beet seedlings is 2-3 kg / ha. Healthy, intact seedlings are selected for planting. It is planted with the same row spacings as when sowing seeds in the ground.

With the formation of a dense crust, even before the emergence of shoots, the crops are harrowed with light harrows. After the emergence of seedlings, as soon as the rows were indicated, the first inter-row tillage is carried out, and after 7-10 days - the second. 2-3 weeks after the second loosening, the soil is loosened another 2-3 times (depending on the degree of its compaction and weed growth). Simultaneously with loosening, the weeds remaining in the rows are pulled out. When 1-2 pairs of true leaves appear, the seedlings are thinned out (breakthrough), leaving the most developed ones. The second time the breakthrough is done 3-4 weeks after the first. After that, inter-row cultivation is carried out, depending on the development of weeds and the compaction of the soil, and they are completed as the rows close. In the future, if necessary, weeds in rows and aisles are weeded manually. In the cultivation of fodder beets, the most time-consuming operations are thinning and harvesting. The introduction of one-sprout beet, its seed shaking and precise dotted sowing facilitate care and harvesting, reduce labor costs by 4-5 times compared to the cost of cultivating multi-sprout beets. It is necessary to conduct systematic control of pests and diseases of root crops. Preventive measures are the choice of the correct crop rotation, the use of fertilizers, rational soil cultivation, timely care, the destruction of weeds, the selection of varieties that are resistant to pests and diseases, the use of pesticides.

5. The main fruit crops of the village. Curls. Features of apple cultivation

The selection of the breed of varieties is carried out taking into account the data of the state variety plots and scientific institutions for gardening. When choosing varieties, one must always take into account that most fruit crops are self-fertile. Therefore, it is always necessary to plant several varieties, which, with mutual pollination, will give an abundant ovary5.

For planting, only zoned varieties are taken. When placing breeds and varieties in the garden, it is better to increase the proportion in planting of those varieties that work especially well in the conditions of a given economy, are distinguished by endurance, yield and better quality of fruits.

Apple varieties: Ranetka Ermolaeva; Ural bulk; Gornoaltaiskoe; Torch; Grushevka Moscow; Borovinka; Pepin saffron 6.

Pear varieties: Theme; Tolya.

Sea buckthorn varieties: Orange; Chuiskaya.

Honeysuckle varieties: Roxana; Kamchadalka 7.

Chokeberry.

The condition and productivity of fruit and berry plantations will depend on the preparation of the soil for laying the garden, conditions for the development of the root system and nutrition.

The apple tree is planted in two periods: early spring (before bud break) and autumn (late September - early October). For spring planting, holes must be dug in the fall, for autumn - a month before planting. Two weeks before planting, the pits are filled with fertilized soil, which is compacted so that the upper part is free to accommodate the root system of the seedling. At the bottom of the pit, soil is poured with the addition of 0.5 kg of superphosphate and 10 kg of humus. After planting, water 2-3 buckets per plant (20-30 liters). After planting, when the water is absorbed, the hole is mulched with humus, peat, sawdust, manure. In the spring, the branches of the seedlings are pruned one third of their length.

In the first year after planting, young trees are watered 2-3 times over the summer, then the soil near the tree is loosened. In the first years, in autumn and spring, the survival rate of seedlings is checked. In place of the dead plants, new ones of the same variety are planted. In the second and subsequent years, the formation of the crown continues according to the chosen system. Continuation shoots on lateral skeletal branches form evenly in different directions. The branches and shoots rubbing and shading each other are removed, primarily weak ones, forks and growing into the crown. The main skeletal ramifications extending along sharp corners, erect props. Most important is to protect trees from sunburn. For this, the trunk and lateral branches are tied with reeds in the fall.

When processing the soil, mechanical damage to the bark must not be allowed. If there are wounds on the conductor and skeletal branches, then in the early spring, the damaged bark tissues are cut off, the wounds are cleaned with a sharp knife, covered with garden pitch, tied on top with tape, film, etc. The wild basal growth of young trees is annually cut out at the very base in spring. For the normal growth of a young tree in the soil of the trunk circle, there must be a sufficient amount of nutrients, moisture and constant access of air to the roots. Therefore, the soil in the near-trunk circle is kept under black steam, in a loose state and free of weeds. It is dug up in the fall, less often in the spring before the leaves appear, then harrowed, preventing it from drying out. During the growing season, as weeds and crust appear, the soil is loosened several times with a hoe, plow or flat cutter to a depth of 4-6 cm. Deep loosening is stopped in August, which contributes to better ripening of wood. But when weeds appear, shallow cultivation is carried out in August and September. Immediately after digging the soil, cover the trunk circle with a layer of mulch from humus, peat, straw (10-15 cm). Mulch prevents the germination of weeds, improves the water and nutritional regime of the soil (the number of treatments is reduced). Row spacings are plowed at the end of September-October to a depth of 20-22 cm, while avoiding damage to the roots. In the spring, it is advisable to cultivate to a depth of 7-8 cm. If the soil is not very compacted, in the fall, plowing can be replaced by deep cultivation. It is better to loosen the combs after plowing by harrowing, but often it is not carried out in the fall. During the summer, as weeds germinate and a crust appears, the soil is loosened to a depth of 5-7 cm. From the second half of August, the row spacings are loosened less frequently, which contributes to a faster end of growth, better ripening and hardening of shoots, and the formation of fruit buds. To accumulate snow and protect trees from the wind at the end of June - beginning of July, wings are sown (sunflower, mustard).

Fertilizers are applied when digging and loosening the soil, the best time is autumn. The diameter of the trunk circle, where fertilizers are applied during digging, is 1.5-2 times the diameter of the crown. For 1 m2 of the trunk circle, they make: humus 8-10 kg, superphosphate - 30 g, ammonium nitrate - 15 g. It is better to apply nitrogen fertilizers during spring loosening of the soil. Phosphorus and potash - in spring and autumn. Fertilizers for young trees are applied in the 3rd year after planting.

6. Assignment. Drawing up a technological map of cultivation (agrotechnical part): peas

Vegetable peas are more demanding on growing conditions than grain peas. And the soil for it needs to be loosened deeper, and it is sown later, because the seeds of brain varieties begin to germinate only at a temperature of +4 .. + 8оС. At the beginning of the growing season, it grows slowly, therefore, it becomes more overgrown with weeds, is affected by diseases and is damaged by pests.

On the newly cultivated area, the soil begins to be prepared in advance. If it is waterlogged, they begin to drain it using spillways around the perimeter and various types of drainage using sand, brushwood, drainage pipes laid in the soil at a depth of 25-30 cm and deeper. To improve clay soils, loosening materials, organic fertilizers (compost or humus 4-6 kg per 1 m2, ordinary sand, wood ash, crushed slag) are introduced. After that, the soil is prepared, as in a well-developed area.

In the simplest case, you can alternate cultures over the years in the following order:

1 year - crops that are well-fertilized with organic and mineral fertilizers, demanding soil fertility: vegetables from the pumpkin family, leaf crops, cabbage;

2 years - peas, which make good use of organic fertilizers applied for the previous crop, improve and enrich the soil with nitrogen for the following vegetables;

3 years old - root crops are placed with little nutritional requirements. However, based on the biological characteristics of peas, it should not be placed in the same place earlier than four years later.

If one crop or crops belonging to the same botanical family is grown in one place for several years, then you can see that every year the harvest becomes less and less, and the plants grow weakened and are increasingly exposed to disease, damage by pests. This is due to the accumulation in the soil of pathogenic microbes and pests characteristic of this crop. After all, each botanical family has its own pathogens that do not affect or infect plants of other families. In addition to the division according to botanical characteristics, there is a division of garden crops according to the degree of nutritional requirements. Thanks to crop rotation, nutrients and moisture are more fully utilized, since root systems different cultures occur at different depths.

Peas are very responsive to deep autumn plowing - nah. Spring plowing for legumes is not recommended. The surface of the field should be leveled in the fall.

Cultivation technology is a complex of agrotechnical techniques performed in a certain sequence, aimed at satisfying the biology of the culture and obtaining a high yield of a given quality. Pea cultivation technology is shown in the table.

Cultivation technology

Technological operation	holding	Qualitative parameters	Unit composition
			Tractor, harvester brand
autumn tillage	September	processing to a depth of 25 - 27 cm
soil harrowing	7 - 10 days before boarding	harrowing across or diagonally to the direction of sowing peas: this technique can significantly reduce the infestation of crops with annual spring weeds and improves soil aeration in the crop after overwintering.
chemical treatment	3 - 5 days before boarding	against the background of strong clogging with spring weeds, a single herbicidal treatment in accordance with the norms and terms of their application (against annual dicotyledons - Agritox, Bazagran; against cereals - Fuzilat-super, etc.)		cultivator, OPSh-15
plowing after fertilization	3 - 4 days before boarding	to a depth of 28 - 30 cm
treatment with growth substances	one day before boarding	gibberellin
harrowing	1. 6-8 days after planting, 2.after emergence	depth 14-16 cm		KON-2.8PM or KRN-4.2
treatment of crops with pesticides	two treatments	two treatments of crops for grain with pesticides against pea weevil (bruchus), aphids, moths during periods of budding - the beginning of flowering and after 5 - 7 days with the obligatory alternation of groups of drugs (organophosphate and peritroid)
harvest	within 3-5 days	to reduce losses, reduce costs and terms, grain harvesting should be carried out by direct combining with the general ripening of the crop, when the moisture content of the grain is%. Harvesters must be equipped with pea dividers, crop lifters. To reduce injury to seeds, the rotation speed of the threshing apparatus drum is reduced to revolutions per minute, the concave is lowered under the threshing of peas (if possible, it is even thinned out), and devices are installed. The direction of travel of the combine is across or at an angle to the lodging of the stems.

Bibliography

Vostrukhin to grow sugar beet roots with high technological qualities. - Nesvizh: Agro, 2002.

Shpileva and honeysuckle are edible. - Novosibirsk: Zap. Sib. book publishing house, 1974.

Cossacks of defective grain and ways of using it. - M .: Nauka, 2004

Ludilov of vegetable and melon crops. - M .: Globus, 2003.

Prokhorov on selection and seed production of vegetable and fruit crops. - M .: Agropromizdat, 1988

Ryzhkov fruit growing. - Omsk: OmsKhI, 1993

Gardening in Siberia. - Novosibirsk: Novosibirsk book publishing house, 1986.

1 Cossacks of defective grain and ways of using it. - M .: Nauka, 2004

2 Prokhorov on selection and seed production of vegetable and fruit crops. - M .: Agropromizdat, 1988

3 Ludilov of vegetable and melon crops. - M .: Globus, 2003.

4 Vostrukhin to grow sugar beet roots with high technological qualities. - Nesvizh: Agro, 2002.

5 Ryzhkov fruit growing. - Omsk: OmskhI, 1993

6 Gardening in Siberia. - Novosibirsk: Novosibirsk book publishing house, 1986.

7, Shpileva and honeysuckle edible. - Novosibirsk: Zap. Sib. book publishing house, 1974.

1. Lyascheva , L. V . Effective methods of preparing carrot seeds for sowing / // Potatoes and vegetables # 3. - p. 18

3. Petrova /; ed. ... - L .: Kolos, 1968-64s.

4. Brewers of carrot seeds /, S. M.

Orphan, // Potatoes and vegetables # 10. - S. 13.

5. Sazonov plants (carrots, celery, parsley, parsnips, radishes, radishes) /,. - L .: Agropromizdat, p.

6. Cockroaches: textbook for universities /, etc .; under. ed. and. - 2nd ed., Rev. and add. - M .: KolosS, 20s.

V. Obtaining crops of agricultural crops at UOU

1. Potatoes area 1 are

Variety "Lorkh"

Collected 1.94

Productivity 190 quintals per hectare, 190 kg

2. Cabbage area 4 ares

Variety "Amager"

Productivity 140 quintals per hectare

Collected 460 kg

3. Tomatoes area 4 ares

Productivity 90 centners per hectare

Collected: 180 kg (phytophtosis)

4. Table beet area 50 ares

Productivity 180 c / ha

Collected 900 kg

5. Cucumbers area 5 ares

Variety "Nezhenskie"

Productivity 120 centners per hectare

Collected 600 kg

6. Carrots area 4 ares

Variety "Shantane"

Productivity 160 quintals per hectare

Collected 649 kg

7. Beans area 5 ares

Yield

8. Dill area ares

Yield

11. Apple

Vi. All environmentally friendly crop production
grown on the site provides a school cafeteria during the entire school period.

At the UOU, weed control work is regularly carried out. The site is kept clean and tidy at all times. Labels available.