Home Vegetable garden on the windowsill Laboratory assistant in the biology room. Recommendations for placing biology training equipment in the laboratory room. General provisions of the job description

Vegetable garden on the windowsill

Laboratory assistant in the biology room. Recommendations for placing biology training equipment in the laboratory room. General provisions of the job description

Requirements for a biology classroom:

1. Availability of an office passport, issued with an indication of the functional purpose of the equipment, devices, technical means, visual aids, teaching materials, etc.

2. Availability of a work plan for the classroom for the academic year and the future.

3. Compliance with safety regulations, sanitary and hygienic standards in the classroom.

4. Compliance with aesthetic requirements for the design of the classroom: the presence of permanent (D. I. Mendeleev’s periodic table, solubility table, a number of metal stresses, coloring of indicators in different environments) and replaceable educational information stands, etc. (according to the classroom work plan) .

5. The classroom is equipped with educational equipment, an educational and methodological set of teaching aids necessary for the implementation of the school’s educational program.

6. Compliance of the educational and methodological complex and the set of teaching aids with the profile of the classroom, the requirements of the education standard and educational programs.

7. Availability of a set of didactic materials, standard assignments, tests, independent and control work and other materials for diagnosing the quality of teaching and the educational process (according to the classroom profile).

8. Provision of textbooks, teaching materials, handouts in accordance with the educational program.

9. Open and visual presentation to students of the minimum required educational content and. requirements for the level of compulsory training (education standard).

10. Open and visual presentation to students of samples of measuring instruments for meeting the requirements of the mandatory standard.

11. Providing students with a set of standard assignments, tests, tests, etc. to diagnose compliance with the requirements of basic and advanced levels of educational standards.

12. Availability of poster material for the classroom: recommendations for students on designing their educational activities, on implementing the program for developing skills and abilities, on organizing and completing homework, on preparing for various forms of educational and cognitive activities (workshop, seminar, laboratory work, testing , test, interview, exam, etc.).

13. Availability of a screen for the effectiveness of students’ implementation of the educational standard.

14. Availability of a schedule for the study room for the compulsory program, elective classes, additional education program, individual lessons with lagging students, with gifted students, consultations, etc.

To implement these requirements, it is necessary to be guided by a certain regulatory framework and have the appropriate documentation in the office.

Required documentation for the biology classroom:

1. Classroom passport.

2. Inventory sheet for existing equipment.

3. A magazine or card index of visual aids and handouts.

4. Safety rules for working in the classroom.

5. Journal of student instruction during extracurricular and

events, as well as instruction for laboratory assistants and student interns.

6. Rules of conduct for students in the classroom.

7. Classroom work schedule.

8. Certificate of acceptance of the classroom by the school administration.

9. Office work plan for the academic year.

10. Long-term work plan for the office (additional equipment plan).

All documentation of the biology classroom is carried out by the teacher (laboratory assistant) regularly and in accordance with established methodological requirements and deadlines. It should be organized and stored in numbered folders with appropriate names.

Other material related to the teaching of a given subject is also accumulated in folders (boxes, drawers).

Here are approximate names of folders that you can have in a biology classroom:

1. Biology room.

2. Labor protection.

3. Regulatory documents.

4. Planning of educational work.

5. Work on teacher self-education.

6. Modern educational technologies.

8. Non-traditional forms of biology classes.

9. Biology week at school.

10. Extracurricular work in biology.

11. Working with gifted children.

12. Biology and health.

13. Ecology.

14. Science news.

15. Problems of modern biology.

And others at the discretion of the teacher.

General requirements for the classroom.

The classroom must contain the following legislative and regulatory documentation:

* Law of the Republic of Belarus “On Education”;

* Model regulations on a general education institution (if necessary - Model regulations on an institution of the appropriate type);

* Hygienic requirements for learning conditions in general educational institutions (SanPiN 2.4.2.1178-02);

* State educational standard in subjects according to the profile of the classroom;

* Charter of the educational institution;

* Rules of conduct for students;

* Regulations on incentives and penalties for students;

* Office passport containing:

Agreement on full financial liability (if necessary);

List of furniture;

List of technical training aids;

List of equipment, devices and tools;

List of didactic materials;

Study Library Catalog;

Certificate of permission to conduct classes;

Labor safety instructions;

Safety instructions;

Office work schedule (for trimester, quarter);

Office acceptance sheet.

The classroom must comply with the sanitary and hygienic requirements of SanPiN 2.4.2.1178-02 (for finishing materials; composition, size and placement of furniture; air-thermal conditions; natural and artificial lighting conditions) and fire safety requirements PPB 01-03.

The classroom must be provided with primary fire extinguishing equipment and a first aid kit for providing first aid.

The design of the classroom should be carried out in the same style, taking into account aesthetic principles.

Classes in the classroom should serve to develop in students:

* modern picture of the world;

* general educational skills;

* a generalized method of educational, cognitive, communicative and practical activities;

* the need for a continuous, independent and creative approach to acquiring new knowledge;

* key competencies - students' readiness to use the acquired general knowledge, skills and abilities in real life to solve practical problems;

* theoretical thinking, memory, imagination;

* education of students aimed at developing their communication skills and tolerance.

Requirements for educational and methodological support of the classroom.

The classroom must be equipped with educational and computer equipment necessary for the implementation of educational programs implemented by the school on the basis of the “List of educational and computer equipment for equipping general education institutions” in accordance with local regulations.

The classroom must be provided with textbooks, didactic and handout materials necessary for the implementation of educational programs implemented by the school.

In the classroom, there must be publicly available materials containing the minimum required educational content and requirements for the level of compulsory training (education standard);

samples of control and measuring materials (CMM) to determine the assimilation of the requirements of the educational standard.

The classroom must be provided with a set of standard tasks, tests, tests to diagnose the fulfillment of the requirements of the basic and advanced levels of the educational standard.

The following should be placed on stands in the classroom:

* requirements of the educational standard according to the profile of the office;

* requirements, samples of design of various types of work (laboratory, creative, control, independent, etc.) and their analysis;

* options for tasks of olympiads, competitions, intellectual marathons according to the profile of the office and their analysis;

* safety requirements.

Sanitary and hygienic requirements for the biology classroom.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Requirements for a set of furniture in a classroom.

The office uses specialized furniture:

To organize workplaces for students and teachers;

For correct and rational storage and placement of educational equipment;

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

Devices for interior design of the office;

For placement of equipment.

Furniture for organizing a teacher’s workplace:

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

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

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

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

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

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

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

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

Top with blind doors - 8 pcs.

Requirements for office premises.

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

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

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

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

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

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

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

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

Requirements for equipping the classroom with educational equipment.

Biology educational equipment is divided into groups:

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

Instruments, utensils, supplies for demonstrations and laboratory work;

Dummies, models, relief tables;

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

Screen-sound teaching aids (ESTS) (videos, films);

Projection equipment for presenting information contained in the EZSO;

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

Requirements for organizing workplaces for teachers and students.

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

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

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

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

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

Convenient placement of equipment used in the lesson;

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

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

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

Requirements for placement and storage of equipment.

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

Its safety;

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

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

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

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

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

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

Skeletons of vertebrate animals are stored in closed cabinets.

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

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

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

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

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

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

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

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

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

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

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

Requirements for the interior design of the office.

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

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

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

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

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

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

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

REQUIREMENTS FOR THE BIOLOGY STUDY OFFICE

1. Availability of an office passport, issued with an indication of the functional purpose of the equipment, devices, technical means, visual aids, teaching materials, etc.

2. Availability of a work plan for the classroom for the academic year and the future.

3. Compliance with safety regulations, sanitary and hygienic standards in the classroom.

5. The classroom is equipped with educational equipment, an educational and methodological set of teaching aids necessary for the implementation of the school’s educational program.

6. Compliance of the educational and methodological complex and the set of teaching aids with the profile of the classroom, the requirements of the education standard and educational programs.

8. Provision of textbooks, teaching materials, handouts in accordance with the educational program.

9 Open and visible presentation to students of the minimum required educational content and. requirements for the level of compulsory training (education standard).

10. Open and visual presentation to students of samples of measuring instruments for meeting the requirements of the mandatory standard.

11. Providing students with a set of standard assignments, tests, tests, etc. to diagnose compliance with the requirements of basic and advanced levels of educational standards.

13. Availability of a screen for the effectiveness of students’ implementation of the educational standard.

To implement these requirements, it is necessary to be guided by a certain regulatory framework and have the appropriate documentation in the office.

Necessary documentation for the biology classroom

1. Classroom passport.

2. Inventory sheet for existing equipment.

3. A magazine or card index of visual aids and handouts.

4. Safety rules for working in the classroom.

5. Journal of student instruction during extracurricular and

events, as well as instruction for laboratory assistants and student interns.

6. Rules of conduct for students in the classroom.

7. Classroom work schedule.

8. Certificate of acceptance of the classroom by the school administration.

9. Office work plan for the academic year.

10. Long-term work plan for the office (additional equipment plan).

Other material related to the teaching of a given subject is also accumulated in folders (boxes, drawers).

Names of folders that you can have in your biology classroom:

1. Biology room.

2. Labor protection.

3. Regulatory documents.

4. Planning of educational work.

5. Work on teacher self-education.

6. Modern educational technologies.

8. Non-traditional forms of biology classes.

9. Biology week at school.

10. Extracurricular work in biology.

11. Working with gifted children.

12. Biology and health.

13. Ecology.

14. Science news.

15. Problems of modern biology.

And others at the discretion of the teacher.

Didactic material

Visual aids contribute to the successful assimilation of educational material by schoolchildren, significantly expand the information field of the topics being studied, facilitate understanding and make it possible to achieve better results in the process of work. Visual aids can be permanent, such as “D.I. Mendeleev’s periodic table”, solubility table, electrochemical activity series of metals, coloring of indicators in various media, or used for temporary, short-term display.

1. Natural (natural) objects: collections of minerals, minerals and ores, metals, glass, mineral fertilizers, etc.

2. Static and dynamic models (models of the structure of atoms, molecules, crystal lattices, etc.).

H. Tables (according to the Model List).

4. On-screen visual aids: filmstrips, transparencies, educational films and videos.

5. Handouts (instruction cards for practical work, etc.). Handouts can be used for both frontal and individual and differentiated work of the teacher with students.

Requirements for equipment of the educational process.

When organizing a biology classroom in a secondary school, first select a room and draw up a design for its rational layout in accordance with the Sanitary and Epidemiological Rules and Norms (SanPiN 2.4.2. N 178-02). In accordance with these requirements, they equip the classroom with teaching aids, purchase specialized furniture, equip it with technical equipment and create conditions for their effective use; and also create a system for storing and placing educational equipment and a functionally significant interior of the classroom. The requirements include permanent exhibition items for the biology classroom.

Instructions for students on caring for plants: chlorophytum, zephyranthus, pelargonium, fuchsia, nephrolepes.

General rulesplant care
1. Plants must be watered with water that has stood for at least a day and heated to room temperature.
2. Watering in winter is always less abundant than in summer.
3. Fertilizing the soil with organomineral preparations is carried out only from March to September inclusive.
4. Drafts should be avoided in the room where the plants are located.
5. Yellowed and dried leaves and faded flower stalks must be promptly removed with sharp scissors.
6. Twice a year (spring and autumn) preventive treatment of plants with fungicides and insecticides is recommended.

Caring for nephrolepis at home

Optimal temperature: in winter, keep at 18 0 C, in summer the best temperature is 20 0 C, if conditions differ more from optimal, take care of more frequent spraying.
Lighting: natural for nephrolepis is indirect diffused light, shade or partial shade.
Air humidity: use soft warm water for spraying daily or every other day, dry atmosphere has a bad effect.
Watering: need abundant watering with warm water every 2-3 days in summer and once a week in winter, make sure that the soil is moist but not waterlogged.
Soil composition: turf soil or leaf soil is best.
Fertilizers: fertilizers produced every 20 days stimulate growth well.

Lifespan: Can live a very long time.
Difficulty to master: very easy to grow.

Characteristics of pelargonium.

Pelargonium – unpretentious in care, grows quickly, blooms well and abundantly (with good care it can bloom all year round), has a pleasant spicy aroma, which, by the way, is emitted not by flowers, but by leaves.
For its successful development, pelargonium needs:
1. good and competent watering.But you shouldn’t overfill it, it may rot and die.
Signs of excessive watering are limp and rotting leaves, or gray mold on the leaves, or the base of the stem turns black (in this case, this is fatal for pelargonium).
For pelargonium, drought will not be as destructive as excessive watering, from which the root collar of pelargonium (the place where the stem meets the roots) begins to rot and the root itself begins to rot. Once rot has begun, it is no longer possible to fight it and the plant dies.
2. There is no need to spray pelargonium.And this is great because it will save our time when caring for the plant.
3. good lighting.Pelargonium is a light-loving plant by nature. She loves sunny windowsills (south facing). If you grow it in the garden in the summer, then you need to find a place for it that is exclusively sunny and protected from the winds. She will also tolerate light partial shade calmly.
When there is insufficient lighting, the stem of pelargonium becomes exposed.
4. temperature not lower than +12 degrees.At lower temperatures it stops blooming.
5. trimming and pinching.Like all plants, it is better to prune indoor pelargonium in the fall, for example, after it is dug out of the ground (if it grew in the garden). Spring pruning is also possible if you transplant plants from pot to pot or from pot to garden in the spring.

Collection of school indoor plants. In the formation of what biological concepts can these plants be used?

Name of plants and their systematic affiliation

When forming what biological concepts can you use

Agave family Dracaena deramensis Sansevieria three-striped

Amaryllidaceae family Hippeastrum hybrid Zephyranthes pinkClivia suricum flower

Family Araliaceae Schefflera arborescens Ivy

Family Araceae Monstera deliciosa Syngonium auricularis Philodendron climbing Spathiphyllum profusely blooming

Balsam family Sultan's balsam

Family Begoniaceae Begonia hogweed Begonia everblooming Begonia royal

Family Grape
Roicissus capensis
Cissus rhombifolia
Tetrastigma of Voinier

Family Aquaticaceae
Vallisneria spiralis
Elodea

Monocots. A modified shoot is a rhizome. Vegetative propagation by root suckers, dividing the bush, leaf cuttings. Inflorescence raceme.

Monocots. The modified shoot is a bulb. Vegetative propagation by maternal and daughter bulbs, root offspring (clivia). Flower. Fetus. Leaf venation.

Dicotyledonous plants. Palmately compound leaves. Vegetative propagation by stem cuttings. Diversity of stems, modification of roots (roots-brushes).

Monocots. Inflorescence spadix. Covering sheet. Lianas. Aerial roots. Adaptation to evaporation of water by leaves, guttation. Vegetative propagation by stem cuttings and layering.

Dicotyledonous plants. Vegetative organs of a plant. Flower. Root pressure.

Dicotyledonous plants. Modifications of shoots. Leaf mosaic. Variegation. Vegetative propagation by rhizomes, leaf blades, leaf petioles, stem cuttings. Variety of stems.

Dicotyledonous plants. Lianas. Simple and compound leaves.
Vegetative propagation by stems. Leaf mosaic.

Monocots. Aquatic flowering plant. Fibrous root system. Vegetative propagation by plant division. The structure of a plant cell. Movement of the cytoplasm. Whorled leaf arrangement. Dioecious plant. Intensive vegetative propagation (“water plague”).

Requirements for the biology classroom

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

The biology room helps solve the following problems:

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

Widespread use of technical teaching aids in lessons and outside of class hours;

Providing educational didactic material corresponding to the program material;

Providing the necessary equipment for various types of extracurricular and extracurricular activities.

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

Educational and methodological support for the classroom

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

2. Provision of textbooks, teaching materials, and handouts in accordance with the educational program of the school.

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

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

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

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

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

Requirements for office design

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

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

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

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

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

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

Requirements for the technical equipment of the office

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

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

3. Tape recorder and audio recordings.

4. VCR and TVs, electronic MMK;

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

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

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

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

3. Availability of safety instructions;

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

Documentation for certification of the biology room:

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

Classroom passport;

Inventory of property and documentation;

Evaluation of the office's activities;

Card index of didactic, technical, laboratory material;

Certification of the classroom.

Organization of the classroom A school biology classroom is not only a classroom where biology lessons, elective and club activities are held, and extracurricular assignments are performed, it is also the material base for the educational process. The biology room helps to solve the following problems: providing the educational process with the necessary equipment that increases the effectiveness of learning; widespread use of technical teaching aids in lessons and outside of class hours; provision of educational didactic material corresponding to the program material; Providing the necessary equipment for various types of extracurricular and extracurricular activities. The school's biology classroom consists of a classroom, a laboratory and a wildlife corner.

Laboratory office The laboratory has: cabinets and shelving, a table for the teacher, analytical balances, etc. Natural objects (herbariums, stuffed animals, entomological collections) are stored in cabinets with blind doors away from direct sunlight. Entomological and other collections are stored in special boxes, herbariums - in boxes or folders. Skeletons of vertebrate animals are stored in closed cabinets.

Microspecimens Microspecimens are stored in factory packaging so that the microspecimen is located horizontally, which protects it from floating. Sets of microslides are arranged by class and topic. There are sets of micropreparations in botany, zoology, anatomy and general biology.

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

Educational and methodological support for the office The office is provided with: textbooks, didactic materials, handouts in accordance with the educational program of the school; sets of standard tasks, tests, tests, multi-level tasks for diagnosing the fulfillment of the requirements of the basic and advanced level of the educational standard; biology textbooks, scientific, popular science, educational and methodological literature for teachers and students; a file cabinet for recording educational and didactic material, educational equipment, a file cabinet of tasks for implementing an individual approach to learning, organizing independent work and exercises for students, and conducting tests.

Office design The interior of the office has a positive emotional impact on the teacher and students. The interior is functionally significant: the materials used for decoration are those most often used in biology lessons. Items in the permanent exhibition of the cabinet should contribute to the development of basic biological concepts (such as the levels of organization of living things, the development of the organic world, environmental protection). There is poster material with examples of students successfully fulfilling the requirements of educational standards, analysis of typical mistakes, results of intellectual marathons, olympiads, competitions, and students completing creative tasks. Availability of a schedule for the study room for the compulsory program, elective classes, classes with lagging and gifted students, consultations.

Living corner The biology classroom should differ from other classrooms precisely in its uniqueness and special atmosphere. That is why we tried to make the school a truly paradise, consisting of more than 50 species of various plants. All plants are provided with labels that indicate the species name, family, and origin of the plant. The labels are attached to the flower pot.

Orchidrarium From 2013, an orchidrarium will be created in the school biology classroom. There is already a collection of several types of orchids: phalaenopis, dendrobium, lady's slipper, cattleya, etc. The stunning petals of incomparable orchids, blooming one after another on a thick green stem, carry love, beauty, sophistication and extraordinary tenderness. Their charming petals look like magic lanterns, illuminating the area with their boundless warmth.

Orchidrarium The incomparable appearance of the precious Macodes petola orchid deserves special attention. The stems of this unusual miniature orchid spread along the surface of the substrate and branch all the time, reaching a height of 7-8 cm. The color of the velvety leaves varies from light green and emerald to gray-green with golden veins that shine and shimmer in the light.

Laboratory equipment and safety precautions The basic principle of placement and storage of educational equipment is by subject, type of educational equipment, taking into account the frequency of use of this educational equipment. The office is equipped with fire-fighting equipment and a first aid kit, safety instructions, and there is also a log of introductory and periodic safety briefings for students.

Biology classroom Thus, the equipment of the classroom contributes as much as possible to the high-quality implementation of the school curriculum with minimal time spent on organizing and including a variety of audiovisual and other teaching aids in the educational process. The office, in addition to being well equipped and aesthetically attractive, is simple in design and convenient for work - there is no overload with exhibition stands or natural objects that are little used in the learning process. 26 References: 1. Galeeva N.L. "Modern biology classroom." Publishing house: “5 for knowledge.” M. - 2005 2. Dibrova N.A. "Beauty at school." Publishing house: “5 for knowledge.” M. - 2003 3. Traitak D.I. "Biology class". Publishing house: "Enlightenment". M. 4. Tsipina A.S. "Plants around us." Publishing house: “Young Guard”. M. - 2007 5.

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

PASSPORT

OFFICE OF BIOLOGY

Head of office:

Zavgorodnyaya Svetlana Yurievna,

biology teacher

General information about the account

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

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

Yakovchuk A.E.

Class responsible for the classroom - 8-B (class teacher - Yakovchuk A.E.)

Office area – 46.5 m2

Number of seats for students – 26

Ventilation mode – natural (transom)

Temperature - +18-21°C

List of basic equipment for the biology classroom,

pieces of furniture, TSO, additional funds

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

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

Purpose of the biology classroom

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

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

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

Classes in the biology classroom should contribute to:

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

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

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

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

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

The purpose of certification of the classroom:

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

Objectives of the biology classroom:

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

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

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

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

School office equipment:

Stands reflecting the organization of educational work in the office.

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

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

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

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

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

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

Technical means for viewing and listening to available teaching materials.

Desk, blackboard, lectern for classes and meetings;

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

Available equipment and literary funds should provide:

Independent work of students with additional literature.

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

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

Classes in biology and other academic subjects using new information technologies (SNIT), educational and visual aids.

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

Extracurricular activities using SNIT.

The main directions of the office's work

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

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

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

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

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

Desks and chairs meet sanitary requirements.

Rules for using the biology classroom

School students have the right:

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

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

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

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

School students are prohibited from:

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

There is one in the biology room.

Run around in the biology classroom, leaving trash behind.

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

Student Responsibilities:

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

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

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

Safety rules for students in the biology classroom

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

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

Do not clutter the aisles with bags and briefcases.

Do not include TSO funds.

Do not go near open windows.

Do not move study tables and chairs.

Do not touch electrical outlets with your hands.

Injury hazard in the office:

when the electric lights are turned on

when turning on TSO devices

when carrying equipment, etc.

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

Safety requirements before starting classes

Enter the office calmly, without rushing.

Prepare your workplace and study supplies.

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

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

Safety requirements during classes

Listen carefully to the teacher's explanations and instructions.

Maintain order and discipline during the lesson.

Do not turn on the TSO devices yourself.

Do not carry equipment or TSO.

Complete all academic work as instructed by the teacher.

Maintain cleanliness and order in the workplace.

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

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

If you are injured, contact your teacher for help.

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

Safety requirements after classes

Get your workspace in order.

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

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

Leave the office calmly, without jostling, maintaining discipline.

Regulations

2.2.1. Sanitary and hygienic requirements for the biology classroom

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

2.2.2. Requirements for a set of furniture in a classroom

2.2.2.1. The office uses specialized furniture:

to organize workplaces for students and teachers;

for proper and rational storage and placement of educational equipment;

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

accessories for office interior decoration;

for placing equipment.

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

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

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

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

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

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

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

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

top with blind doors - 8 pcs.

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

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

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

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

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

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

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

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

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

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

2.2.4. Requirements for office premises

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

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

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

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

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

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

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

2.2.5. Requirements for equipping the classroom with educational equipment

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

2.2.5.2. Biology educational equipment is divided into groups:

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

instruments, utensils, supplies for demonstrations and laboratory work;

dummies, models, relief tables;

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

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

projection equipment for presenting information contained in the EZSO;

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

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

2.2.6. Requirements for organizing workplaces for teachers and students

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

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

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

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

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

convenient placement of equipment used in the lesson;

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

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

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

Dimensions of tables and chairs in the biology classroom:

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

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

2.2.1. Requirements for placement and storage of equipment

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

its safety;

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Instruction No. 13

occupational safety for a biology teacher

General safety requirements

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

The teacher must:

Know your job responsibilities and safety instructions.

Complete induction and on-the-job training.

Be guided in your work by internal regulations.

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

Injury hazard in the office:

When using glass laboratory glassware.

When working with piercing and cutting instruments.

When working with various solutions.

When turning on electrical appliances and TSO equipment.

When working with insecticides.

If there are poisonous plants in the office.

When sanitizing plants, use only soap and tobacco solutions.

Report incidents of injury to the school administration.

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

Maintain personal hygiene and safety precautions.

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

Do not grow poisonous plants in the office.

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

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

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

Check availability of necessary laboratory equipment and drugs.

Check the serviceability of electric lighting and fume hood.

Ventilate the office.

Develop instructions on TB during practical classes and excursions.

Maintain personal hygiene and safety.

Maintain discipline and order in the office.

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

Do not allow students to carry laboratory equipment and drugs.

Provide students with work clothes (robes).

Do not leave students unattended during practical classes.

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

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

Safety requirements in emergency situations

In case of emergency, take measures to evacuate students.

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

Provide first aid to victims in case of injury.

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

Disconnect the TCO equipment from the power supply.

Check cleaning of work areas.

Accept work clothes from students.

Transfer to laboratory glassware, equipment and preparations.

After the tour, check the number of students present.

Ventilate the office.

Turn off the electric lights and lock the office.

Report any shortcomings discovered during training sessions to the administration.

Instruction No. 14

on labor protection during demonstration experiments in biology

General safety requirements

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

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

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

Poisoning by poisonous plants and toxic substances of mushrooms.

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

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

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

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

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

Safety requirements before starting work

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

Thoroughly ventilate the office area.

Safety requirements during operation

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

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

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

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

Boiling flammable liquids over an open fire is prohibited.

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

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

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

Safety requirements in emergency situations

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

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

Safety requirements after completion of work

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

Instruction No. 15

on labor protection during laboratory and practical work in biology

General safety requirements

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

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

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

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

Thermal burns due to careless handling of alcohol lamps.

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

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

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

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

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

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

Safety requirements before starting work

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

Prepare the workplace for work, remove foreign objects.

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

Safety requirements during operation

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

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

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

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

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

When preparing preparations for viewing under a microscope, carefully take the cover glass with your thumb and forefinger by the edges and carefully lower it onto the slide so that it rests freely on the preparation.

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

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

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

Safety requirements in emergency situations

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

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

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

Safety requirements after completion of work

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

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

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

Instruction No. 16

on labor protection during excursions in biology

General safety requirements

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

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

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

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

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

Poisoning by poisonous plants, fruits and mushrooms.

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

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

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

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

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

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

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

Safety requirements before the excursion

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

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

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

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

Safety requirements during the excursion

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

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

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

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

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

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

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

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

Safety requirements in emergency situations

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

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

I approve

Director

MBOU "ChSS No. 1"

Office work plan for the 2016/2017 academic year

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

The main tasks of the office:

Systematization and updating of didactic and handout materials.

Systematization and updating of methodological literature.

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

Design of educational and information stands.

Aesthetic design of the office.

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

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

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

I approve

Director

MBOU "ChSS No. 1"

T.I. Moiseichenko

"_____" __________________ 2016

Biology classroom schedule

for the 2016/2017 academic year

Days of the week
Monday




	Individual work

		Working with gifted children
		Working with gifted children

Head of the office S.Yu. Zavgorodnyaya

Long-term work plan for the biology classroom

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

Tasks:

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

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

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

List of standard educational visual aids and educational equipment

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

List of textbooks and teaching aids

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