Can you choose to educate the younger generation, involve children in project activities? Let's try to find the answer to this question together.

Requirements for environmental projects

Currently, such research is especially relevant; it concerns all people living on our planet. Not everyone realizes that every person is responsible for the conservation of wildlife and can make an appropriate contribution to solving the problem.

The most active part of the population is therefore so important to choose the right topics for environmental projects for children.

Objectives of environmental education

It is aimed at developing a conscious and moral attitude towards the natural environment and increasing the environmental awareness of the population.

An environmental project on the topic “Environmental Pollution” is aimed at identifying problematic issues and improving. For example, together with the teacher, children can improve the area near the kindergarten.

Option of the project in the educational institution

What topics of environmental projects can be chosen for schoolchildren? For example, under the guidance of a teacher, children can improve the area near their educational institution. What might a project on the topic “Environmental problems through the eyes of schoolchildren” look like?

Goal: to make a feasible contribution to improving the environment.

Project objectives: creating a landscape design project for the area around the school, selecting plants and shrubs, implementing the project.

To achieve this goal the following steps will be taken:

• selection of plant material;
• organizing a competition to develop the design of the territory;
• creation of material aimed at informing the population about environmental problems;
• creating brochures in which children offer useful tips on caring for planted flowers and shrubs;
• preparation and conduct of cleanup days by schoolchildren, their parents, and teachers;
• creating a documentary film about the implementation of the project.

What else should such a project include? You can do a separate research work on the topic “Environmental factors” by analyzing the main problems characteristic of a given region.

To evaluate the effectiveness of a project, the following factors can be used:

• sociological surveys;
• involvement of volunteers in the implementation of planned activities.

Specifics of educational processes

The topics of environmental projects may be different, but they are similar in meaning. All educational projects involve independent activity of schoolchildren, which allows them to use knowledge, realize opportunities and abilities, and present results publicly.

The topics of environmental projects can be of both theoretical and practical nature. In any case, students gain skills:

• planning your activities;
• predicting possible results;
• comparison of facts;
• assessment of the environmental situation;
• analysis of literary sources;
• public presentation;
• assessing yourself and your results;
• promotion of environmental knowledge.

Environmental project structure

Any project on the topic “Environmental education” presupposes a certain structure. The title page contains information about the author, educational institution, and supervisor. The introduction states the reasons and necessity for conducting the research as part of the project work. This section is 1-2 pages long. The obligatory elements of the introduction include consideration of the relevance of the research, setting goals, and setting objectives.

It involves explaining its importance and providing arguments to support this opinion.

The goal involves a brief description of the planned result. Objectives are considered to be an indication of the actions taken to achieve it. When formulating them, verbs are used. For example, it is acceptable to use the following options: “reveal”, “analyze”, “develop”, “identify”, “characterise”, “identify”. The number of tasks is determined by the purpose of the project under consideration.

Literature review on the project topic

A project on the topic “Ecological disasters” involves a preliminary review of scientific literature. For example, you can briefly describe the problem, note its scale, and draw a conclusion about the timeliness and relevance of its consideration.

An example of a student's work

What should real projects look like? Environmental theme: nature, human relationships with it - all this can become the goal of the project.

We offer a version of the work dedicated to water. In the introduction, it can be noted that water is the basis of life on our planet.

The human body consists mostly of water. The process of functioning and activity of individual systems and organs, the work of cells occurs only in a liquid environment. Based on the results of an assessment of the quality of drinking water carried out by the State Committee for Sanitary and Epidemiological Supervision of Russia, it was revealed that in recent years it has become life-threatening. The water does not meet hygienic standards in terms of odor, turbidity, color, content of petroleum products, manganese, and iron.

The quality of drinking water is a pressing and serious problem of our time. Is the water we use for drinking safe? You can find the answer to this question after completing the study.

Setting tasks and goals

The purpose of the work is to compare the quantitative content of chlorine anions in tap water depending on the filter used.

Job objectives:

• analysis of the characteristics of shungite and silver in the form of filter substances for purifying tap water from chlorine anions;
• conducting experiments on purification of tap water samples from chlorine anions;
• performing quantitative determination of the content of chlorine anions in tap water samples;
• formulation of recommendations taking into account the available results.

Project methods:

• work with a variety of literary sources;
• conducting various experiments;
• quantitative calculation of the content of chlorine anions in tap water samples;
• statistical processing of the obtained results.

The object of the study is tap water samples taken in different areas of the city.

The subject is the quantitative calculation of chlorine anions in samples.

Main types of drinking water pollutants

Indicators of drinking water quality are divided into several groups:

• organoleptic, which includes color, turbidity, smell;
• microbiological;
• chemical.

Water acquires an odor due to volatile substances that enter it with wastewater. The cause of turbidity is a variety of fine impurities. The taste of drinking water can come from organic substances of plant origin dissolved in water. When analyzing the quality of natural water, it is necessary to use the following characteristics: the amount of calcium bicarbonate, oxidability, alkalinity, permanent and temporary hardness.

Conclusion

Environmental education is an important issue that deserves serious attention and consideration. It is necessary to explain the importance of environmental education to the younger generation. The teacher must explain to his students the need for competent housekeeping. The goal and objectives of the project are to study the characteristics of, for example, a separate area within the ecosystem, as well as to identify the connection between its components, draw up simple, understandable garden plots, and highlight recommendations for proper care of the area.

For example, if the project is to study the ecosystem of a household plot, it is important to analyze the vegetation that may be present on it.

In addition to cultivated plants, weeds may be present on the site. Their composition depends on the actions taken to combat them, as well as on the fertilizers applied to the soil. Guys involved in a similar project can consider the option of organizing a site. It is allowed to use perennial flowers that differ in flowering period, which will simplify care and make it possible to enjoy the beauty of flowers throughout the summer period.

Raising a responsible, caring attitude towards nature in the younger generation is one of the most important problems of our time. From an early age, it is important to develop in the younger generation a sense of observation and responsibility for the state of nature.

While studying in an educational institution, a child develops positive feelings towards inanimate and animate nature. When communicating with the flora and fauna, the child develops a positive attitude towards objects and phenomena, a desire to comprehend this wonderful world, to discover the value and diversity of nature, the need to study and understand it. For example, if a child chooses insects as an object of study, he has the opportunity to form ideas about their world and show concern for the conservation of nature.

Among the project's objectives are:

• expansion and systematization of children’s ideas about ants, butterflies, beetles, bees, and their specific features;
• development of skills to form conclusions, establish cause-and-effect relationships between individual objects;
• instilling in children a caring attitude towards natural objects.

The teacher who provides environmental education to schoolchildren invites his pupils to observe insects on walks, hold conversations about the dangers and benefits of insects, their species diversity, and offers the children role-playing games, poems and proverbs to memorize.

0 Environmental project

"MY WORLD WITHOUT GARBAGE"

1. Introduction. Justification of the problem and need that has arisen.

2. Main part.

2.1 Monitoring

2.2 Research and development of ideas.

2.4 Implementation stages

3.​ Evaluation of the work done. Self-control.

4. Presentation.

5. Applications:

Photos.

6. Literature used.

INTRODUCTION.

Throughout the history of human civilization, the social standard of living of society has been determined by the production of consumer goods - from necessary food products, dishes, furniture, housing, to a variety of vehicles and modern household appliances. The growth of consumer goods is accompanied by an increase in the amount of household waste. The problem of accumulation and the need to dispose of municipal solid waste (MSW) due to contamination of the territory is especially acute in large cities, including Karaganda. The above determined the theme of the project: “My world is without garbage!”

The relevance of research is associated with the need to reduce the amount of garbage in the city and its surroundings, since high pollution leads to disruption of the ecological balance.

Problem: an increase in the amount of garbage in the city and its surroundings can lead to a deterioration in the health of Karaganda residents due to the negative impact of waste on the environment (air, soil, water pollution in the Nura River, Fedorovskoye Reservoir).

Object of study: the condition of authorized and unauthorized waste accumulation sites in the school district, as well as the surrounding area.

Subject of study: creating conditions to ensure cleanliness on city streets and optimal waste disposal.

Goal: study the impact of waste on human life and the environment.

Hypothesis: the solution to the pollution problem will be carried out more effectively in comparison with existing practice if

provide a larger number of authorized trash cans, clean the area around them, and carry out timely garbage removal;

sort waste for disposal or recycling;

purposefully conduct educational work among students about the need to maintain cleanliness on city streets, recreational areas outside the city, beaches, etc.

Tasks:

1. Show the variety of household, construction and industrial waste found in city landfills, its harmful impact on the environment.

2. Consider the problem of waste disposal.

3. Contribute to solving the problem of street pollution in the city of Karaganda.

The amount of accumulated garbage is constantly growing.

The analysis shows that the bulk falls on the share of organic components (75–80%), in recent years the share of packaging materials made of paper, cardboard and polyethylene has increased significantly, which is associated with the filling of the market with imported products.

From the history of the fight against garbage.

1810 - the tin can was invented in England.

1874 - First organized waste burning in England.

1897 - The first waste sorting and recycling center was opened in New York.

1912 - Cellophane is invented.

1932 - garbage compacting machines were invented in the USA.

1992 - an international forum in Rio de Janeiro named waste disposal one of the main problems of the Earth.

Excursion into history:

200 thousand years BC - the first garbage heaps of animal bones and fragments of stone tools.

400 BC - the first ever organized landfill in Athens.

1775 - First rubbish bins in London.

1880 - pigs on the streets of New York to combat garbage.

Observing the removal of garbage, we determined its composition:

disposable tableware (large quantities)

plastic bags

plastic bottles

plastic toys

soft toys (rag)

cans

bottles, jars (glass)

outerwear

bricks, construction waste

books, magazines

cast iron plates

broken chairs, stools, other furniture

pencils, pens

batteries, accumulator.

The garbage is not sorted, its location is not fenced off, landfills often burn, and they lack a collection, cleaning and filtration system. Toxic waste has been disposed of in landfills. And places where household waste is buried have become a breeding ground for rodents and insects.

Speaking about waste disposal, it is interesting to note that incineration can reduce the volume of waste by 2–10 times; use heat from combustion for heating purposes (according to experts, burning 5 tons of solid waste is equivalent to burning 1 ton of standard fuel); reduce waste contamination of water and soil. However, this destroys the valuable components contained in the waste; Quite a lot of ash and slag waste is generated (up to 25%), which must be buried in landfills; the atmosphere is polluted. The scale of emissions of harmful substances into the atmosphere with smoke from waste incineration plants around the world exceeds volcanic activity.

The most serious problem that arises when burning unsorted solid waste is the release of toxic substances during the combustion of plastic, polyethylene and other polymeric materials, especially polyvinyl chloride (these materials are present in such beautiful and harmless at first glance things as glossy covers of notebooks, magazines and books, packaging of industrial goods, toys). The most dangerous of the resulting substances are dioxins (organochlorine compounds that do not decompose for 10–15 years, a strong mutagen and carcinogen, one of the strongest synthetic poisons, a dose of 10–6 g is lethal to humans). Paper itself and natural fabrics, which are based on natural materials, in particular cellulose, are harmless, but the paint applied to them releases harmful substances into the atmosphere when burned.

On the territory of our city there are many practically unequipped garbage dumps. The number of unauthorized landfills is unknown.

In landfills, waste is often set on fire to reduce its volume and extend the life of the landfill. Combustion is bad, accompanied by smoke and stench, and it also contributes to the formation of dangerous chemicals (including dioxins) due to the presence of polymers, all kinds of chemicals and other materials. As a result, the air is polluted, harmful substances penetrate into underground aquifers, and pollutants are often washed off on the surface. Buried garbage undergoes anaerobic decomposition, which leads to the formation of biogas, 2/3 consisting of methane, which, spreading in the soil, has a detrimental effect on plant roots.

The construction and operation of waste incineration plants (WIPs) is a very expensive undertaking.

Deadlines for waste decomposition.

How long is waste stored?

Very often, walking through a park or forest, we are saddened to see garbage. We meet it, get upset and leave it lying in the same place, often because the thought comes: “Nothing, the rain will wash it away, rot, and basically go somewhere.” For clarity on this issue and greater determination for those who want to do their part in the fight against garbage, we suggest studying this table:

Types of garbage	Decomposition time
Food waste	From 10 days to 1 month
Newsprint	From 1 month to 1 year
Carton boxes
Wooden boards
Iron fittings
Iron cans
Old shoes
Fragments of brick, concrete
Car Batteries
Can
Electric batteries
Rubber tires	More than 100 years
Plastic bottles	More than 100 years
Polyethylene film
Aluminum cans
	More than 1000 years

2. MAIN PART

2.1 MONITORING.

We decided to find out the opinion on this issue from the students of our school.

A QUESTIONNAIRE for students has been developed (see appendix).

“WASTE TO INCOME! »

2.2. STAGES OF PROJECT IMPLEMENTATION.

Our classmates helped us in implementing the project.

1. Students in the class answered the questionnaire.

2. We walked around the school district, where we marked dump sites and authorized trash cans.

It turned out that there were 3 official, equipped trash cans near the school; of course, there were places where garbage had been dumped.

Near the village "Kuanysh" there are 3 official, equipped trash cans,

We conclude that there are clearly not enough garbage cans.

3. While on duty, students noted the amount of garbage in the classrooms during one school day.

4. We worked with scientific literature and materials from the Internet to find a solution to this problem in other regions and countries.

Research and development of ideas.

Solid waste disposal sites, called sanitary landfills in the West, are complex engineering structures and are equipped using special technology. The bottom of the landfill, which has a slight slope, is lined with durable polyethylene film. The daily poured layer of waste is leveled and compacted with special rollers, then covered with a layer of sand or clay, leveled and compacted, again covered with a layer of film. And so every day. At the bottom of the landfill there is a collection of filterable liquids, which are regularly removed for processing. After filling the landfill to zero level, reclamation is carried out - backfilling with a layer of sand and soil, planting grass and plants and other necessary work.

The waste is sorted and sent depending on its content to various landfills. In recent years, after sorting waste, they began to press it into briquettes with a significant reduction in volume (5–10 times). There is practically no soil subsidence at such landfills; In the USA, England and other countries, it is customary to build grounds for the popular national game of golf on the uncultivated surfaces of landfills.

These are waste sorting tanks that already exist abroad.

And this is how they could be, for example, in our country, city.

Biotechnologies for solid waste recycling are used everywhere on a small scale (with the exception of France, Sweden, and the Netherlands). Composting is a biochemical process of decomposition of the organic part of solid waste by microorganisms. Naturally, composting must be preceded by careful sorting of solid waste. Compost does not contain a very large amount of nutrients compared to other types of fertilizers, but it helps improve soil structure. Its main disadvantage is the presence of elements such as lead, zinc, copper, etc., which pollute the soil.

Way to solve the problem:

Recycling (reuse) of solid waste

Back in the last century-D. I. Mendeleev wrote: “The main goal of progressive technology is to find a way to produce something useful from waste.”

The environmental safety of solid waste disposal requires their preliminary sorting, which determines the efficiency of solid waste processing and the cost recovery for the construction of processing facilities. It is the sorting of solid waste that allows them to be reused.

In the first case, we are talking about reusable containers, primarily glass. Practice shows that in addition to reducing the consumption of raw materials, we have significant savings in electricity, and therefore in fuel for its production. Washing a bottle requires less energy than melting it and making a new bottle from the resulting material (note that the energy consumption for producing a bottle from recycled materials is less than from primary).

The need to reuse household waste was discussed even before there was general interest in the ecology of the planet. Recycling of used products and reuse of glass containers peaked in developed European countries in the early 1990s.

2.3 Research methods

During the implementation of this project we used

methods: visual observations;

photography;

statistical;

graphic;

3. Evaluation of the work done.

Self-control

Positive ratings.

We began to live by the rule: “Clean where there is no litter!” We began to consciously monitor cleanliness and order.

We developed our artistic abilities, observation skills,

ability to work with additional literature and a computer.

Our speeches made us think about this problem and developed an active life position. We helped maintain cleanliness in the classroom throughout the school.

We have become a more united group.

PRESENTATION.

Our presentation allows you to colorfully and clearly highlight the important environmental problem of environmental pollution.

Can be used in ecology lessons, as well as by class teachers for classroom teaching (see appendix).

Conclusion.

So far, humanity has come up with three fundamentally different ways to dispose of waste: organizing landfills, recycling waste and burning it. However, none of them can be considered absolutely acceptable.

Recycling waste is the most resource-saving way, but it is not always profitable both economically and environmentally. Taking waste to a landfill is the cheapest, but also the most short-sighted way to dispose of it. He is short-sighted primarily because garbage remains garbage.

Landfills (especially around large cities) occupy huge areas. Toxic substances that end up in landfills (in used batteries, accumulators, thermometers, etc., as well as in rotting food waste and decomposing plastics) penetrate into groundwater, which is often used as a source of drinking water, are dispersed by winds throughout the surrounding area and thereby causing damage to the environment. In addition, as a result of rotting processes without air access, various gases are formed (methane, ethylene, hydrogen sulfide, phosphide), which also do not refresh the atmosphere around the landfill. Some rotting products (primarily diphosphine Р2H4) are capable of self-ignition, so fires regularly occur in landfills, during which soot, phenol, and benzopyrene are released into the atmosphere (contained in coal tar, tobacco smoke, the air of large cities, soil; carcinogenic) and other toxic substances.

We see the following ways to solve Karaganda's problems with garbage.

1. Conduct explanatory work with the population under the slogan “Clean where they don’t litter!”

2. Elimination of waste in unauthorized landfills within the city and suburbs.

3. Control by the city administration over the process of garbage removal to the designated location. Setting fines for violations.

4. Accelerate the construction and launch of waste processing plants, introduce waste sorting for recycling (waste paper, glass containers, scrap metal, etc.)

5. Increase the number of garbage containers or the frequency of arrivals of garbage trucks.

By reducing the volume of garbage, we will reduce the problem!

The solution to the garbage problem is guaranteed health for everyone!

A city without GARBAGE – a clear conscience – good health!

We want to see our hometown only like this: http://www.bankr eferatov.ru/refb ank.nsf/M/2FD2BE 1F7E78ED46C32568 2E00261D0C -Environmental problems

Environmental project

Children age 6 years

Number of children – 10

Compiled by:

Lopaeva Tatyana Yurievna

Teacher 1 to k.

Lobva village

2014

Environmental project «!»

Lopaeva T.Yu.teacher, 1KK

Sections:

1. Relevance of the project

2.Goals and objectives

3.Implementation stages

4.Expected results

5. Application

PROJECT PASSPORT

Project type:

By content: child and nature conservation

Project participants: children - teachers - parents

By number of participants: collective

short

Problem:

Hypothesis:

1.Relevance of the problem

Every day, during a walk, preschoolers take part in cleaning the territory of their site and every time they have questions: where does so much garbage come from? Where is the garbage taken? etc. To answer these childish questions and try to solve the “garbage problem”, we have developedproject “We are friends with nature, we don’t need garbage!”

2. Project goal:

Project objectives:

3. Project implementation stages

Stage 1 – preparatory

2. Drawing up a long-term plan for the project“We are friends with nature, we don’t need garbage!”on the formation of environmental education;

Stage 2 - organizational

5. 6.

educational reading;

publication of an environmental newspaper;

Stage 4 – final

4. Expected results

5. APPLICATION

Annex 1.

Questionnaire for parents.

Appendix 2.

« We are friends with nature, we don’t need garbage!»

Events

Performers

Excursions along the streets of the village. Familiarization with the properties of paper. Experimental activity “Making new paper”

Teacher, children

Teacher, children

Teacher, children

Teacher, children

Parents, children, parents

Teacher, children

Teacher, children, parents

Teacher, children

Teacher, children

Teacher, children

11.

Teacher, children

12.

"New life for unnecessary things"

Teacher, children, parents

13.

Teacher, children

14.

Teacher, children, parents

Appendix 3.

Target:

Target:

Target:

Balloon experience

Target:

Subject: « »

Target:

9. Games.

1. "What did I see?"

2. "Tell me about the subject"

3. "What's extra?"

4. "Guess the material"

5. "Good bad"

6. "Find Friends"

7 . "Vice versa"

8. "What from what"

Equipment. Ball.

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• Other

Description:

Municipal budgetary preschool educational institution of the Novolyalinsky urban district "Kindergarten No. 15 "Beryozka"

Environmental project

Topic: “We are friends with nature, we don’t need garbage!”

Children age 6 years

Number of children – 10

Compiled by:

Lopaeva Tatyana Yurievna

Teacher 1 to k.

Lobva village

2014

Environmental project “We are friends with nature, we don’t need garbage!”

Lopaeva T.Yu.teacher, 1KK

Sections:

1. Relevance of the project

2.Goals and objectives

3.Implementation stages

4.Expected results

5. Application

PROJECT PASSPORT

Project type: information and research

Project participants:children - teachers - parents

By number of participants: collective

By duration of the project: short

Problem: nature conservation, an attempt to solve the “garbage problem”

Hypothesis: If household waste is sorted into groups, then each of them can be recycled for reuse without harm to the environment. Or maybe garbage can be given a “second life”?

1.Relevance of the problem

Preschool age is an important stage in the development of an individual’s ecological culture. At this age, the child begins to distinguish himself from the environment, an emotional and value-based attitude towards the environment develops, and the foundations of the moral and environmental positions of the individual are formed.

The ecological and social situation of today confronts preschool education specialists with the task of finding universal means of environmental education in modern conditions. One of such means, in our opinion, may be an environmental project, one of the few technologies that takes the teacher beyond the walls of the kindergarten into the world around us and social reality.

Every day, during a walk, preschoolers take part in cleaning the territory of their site and every time they have questions: where does so much garbage come from? Where is the garbage taken? etc. To answer these childish questions and try to solve the “garbage problem,” we developed the project “We are friends with nature, we don’t need garbage!”

2. Project goal:

to form in children knowledge about various types of activities to protect nature. (In the process of deepening and expanding children’s knowledge about household waste and their properties, to form an environmental culture and respect for nature)

Project objectives:

Give children an idea of ​​the types of household waste and their properties.

To give children an idea of ​​the dangers of household waste in human life and living organisms.

To clarify children’s ideas about the main sources of land, water, air pollution, its consequences, and measures to prevent pollution.

Find ways to use recycled waste material resources.

Develop an environmental culture.

The motto of the “Young Nature Defenders” team:

“The village is our home, don’t litter in it!”

3. Project implementation stages

Stage 1 – preparatory

Objective of the stage: analysis of the situation; determination of its main goals: the formation of environmental consciousness, ecological culture, kindness and mercy as the basic qualities of a person.

1. Collection of literary sources, studying the experience of other educational institutions, drawing up a theoretical concept;

2. Drawing up a long-term activity plan for the project “We are friends with nature, we don’t need garbage!” on the formation of environmental education;

3. Systematization and design of didactic materials in accordance with the project plan;

Stage 2 - organizational

The task of the stage: creating an ecological environment in the group, involving parents in the upcoming creative work in an innovative mode;

1. Conduct a block of environmentally oriented children’s activities to study the properties and qualities of materials: glass, plastic, metal, paper, rubber.

2. Introduce children to the problem of environmental pollution from household waste;

3. Develop skills in environmentally literate behavior of the younger generation. 4.Create a presentation: “The Complaint Book of Nature”; 5. Develop a consultation and newspaper for parents “Touch nature with your heart”; 6. Preparing parents for work;

Stage 3 – practical activities

Objectives of the stage: the formation of basic environmental knowledge and ideas of children and parents, as well as the beginning of the foundations of environmental education through the following forms of activity:

parent survey (Appendix 1)

observations and ecological excursions along the streets of the village, near the kindergarten;

presentation, slide show;

educational reading;

children's activity “New life for unnecessary things”

laboratory (experiments and experiments);

publication of an environmental newspaper;

theme day “Magical ecology of the soul”;

Ecological, outdoor, didactic games; holding the exhibition “Miracles for people from unnecessary things”

Stage 4 – final

Objectives of the stage: generalization of experience and determination of the result of the practical activities of teachers - round table “Our results”.

4. Expected results

Direct participation of parents and children in organizing various environmental events

Increasing the level of knowledge among parents and children about the ecology of their hometown, region, and nature conservation

Landscaping and decoration of a kindergarten site using “household waste”

Creation of wall newspapers, leaflets and photo albums during the project

Creation of the “Native Nature” card index

Involving parents to participate as much as possible in the environmental education of children

Awareness by children and adults of the importance of nature conservation, environmentally appropriate behavior in the environment, and not littering it.

5. APPLICATION

Annex 1.

Questionnaire for parents.

1. What waste accumulates the most in your family per week?

2. Do you sort waste for recycling?

3. How do you dispose of waste (incineration, trash cans, etc.)

4. Do you use scrap materials for crafts with kids and designs for your yard?

5. Do you know why household waste is dangerous?

6. Do you talk to children about the dangers of household waste?

7. How do you deal with waste from various nature walks?

8. Do you use environmental literature in your family?

9. Do you involve your children in cleaning the area around your home?

10. Do you teach your children to pick up trash after themselves?

11. What information would you like to know about household waste?

12. Are you satisfied with the organization of household waste disposal in our village?

Your suggestions for waste disposal in our village.

Appendix 2.

Long-term project implementation plan« We are friends with nature, we don’t need garbage!» Excursions along the streets of the village. 1. Familiarization with the properties of paper. Experimental activity “Making new paper” 2. Conversation "Help nature." Familiarize children with the properties of plastic.Teacher, children 3. Green patrol "Clean area of ​​the kindergarten." Familiarize children with the properties of metal objects.Teacher, children 4. Screening of the presentation “Nature’s Complaint Book”. Introducing children to the properties of rubber.Teacher, children 5. Thematic day “Magical Ecology of the Soul”. Eenvironmental campaign “My Clean Yard”. Photo newspaper “This shouldn’t happen!”Parents, children, parents 6. Introducing children to the properties of glass. Didactic games.Teacher, children 7. Experimental activity “Sorting out the garbage”, “Garbage in the ground”, “How the wind carries garbage”.Teacher, children, parents 8. GCD “Garbage – is it good or bad?”Teacher, children 9. Publication of an environmental newspaper for parents “Touch Nature with Your Heart”Teacher, children 10 NOD “It’s better to litter now, get out of the habit, kids!” Children making environmental signs.Teacher, children 11. Rules of behavior in nature. Release of the poster “Take care of nature!”Teacher, children 12. "New life for unnecessary things"- work in a creative workshop, making crafts from waste materialsTeacher, children, parents 13. Nature excursion to the Shkolnik springTeacher, children 14. Opening of the exhibition “Miracles for people from unnecessary things.” Ecological quiz “Nature around us” based on the knowledge gained from children and parents.Teacher, children, parents

Appendix 3.

1. Thematic games and observations.

Observation. For several days, point out to your children that we throw out trash every day. Where does he go? Do children throw anything out of apartment buildings? What do their parents do with the garbage? How do you deal with waste in kindergarten? Is it possible to see trash in the vicinity of the kindergarten? Where does it come from? Are there trash cans and trash cans near the garden?

While walking along an ecological trail or excursion, check if there is any garbage there. In what places is it most abundant and why? Draw the children's attention to how beautiful uncluttered areas are and how unpleasant it is to visit places where people have not cleaned up after themselves.

2. Familiarization with the properties of paper.

Goal: to experimentally establish the properties and quality of paper. Introduce children to types of paper.

Consideration of different types of paper and its purpose (cardboard, tracing paper, corrugated, writing, wrapping, newspaper, for drawing);

Study of the properties and qualities of paper (thin, thick, smooth, rough, opaque, translucent (tracing paper); wrinkles, tears, gets wet, bends, burns);

D/i “Getting into character” (I am paper – a child’s description of the type of paper and its purpose).Experience. "Making new paper."

1. Children tear the paper into small pieces and put it in a bowl of water.Cover the basin with oilcloth. Let the paper soak.

2. On the second day, beat the paper pulp with a mixer, add white or colored paint, a little wallpaper glue and strain the resulting mixture through a metal mesh with small cells.

3. The water will drain and spread the remaining paper mass evenly on a cloth napkin. Cover it with another napkin and place something heavy on top.

4. After two or three days the paper will dry. Iron it with an iron and we will draw on it.

3. “Introduction to the properties of plastics”

Target: Introduce children to plastics. Teach children to draw conclusions.

D/i “How are these objects similar” (all objects are made of plastic);

Examination of objects of different shapes, colors, sizes made of plastic (conclusion - plastic is light, different objects can be cast from it);

Experimental and practical activity: plastic is light, does not sink in water, bends. Not transparent, smooth and rough, thin and thick, has thermal conductivity - in the cold it cools, in the heat it heats up and melts;

D/i “Tell about the object” (description of a plastic object).

4. “Introduction to the properties of metal objects”

Target: Introduce objects made of different metals and the properties of metal objects of their different types of metals (ferrous metal, aluminum, copper, non-ferrous metal - foil).

Examination of metal objects;

An adult's story about different types of metal;

Experimental and practical activities:

metal - durable, heavy, shiny, smooth, sinks (regardless of size), attracted by a magnet;

5. “Introduction to the properties of rubber”

Target: Introduce the properties of rubber.

D/i “What is the object made of” (classification by material);

Inspection of objects made of rubber (elastic, smooth, cold, cut, thin and thick (tires);

Balloon experience

Does not allow air and water to pass through, does not sink in water, and is pierced.

D/i “Find rubber toys.”

6. “Introduction to the properties of glass”

Target: introduce children to the properties of glass:

transparent, smooth, cold, fragile, ringing, thick, thin, waterproof.

Experimentally and practically study the properties of glass:

Introduce the history of glass creation.

Consider glass products;

Find glass objects in the group;

Experimentally study the properties of glass.

Tactile examinations (cold, smooth, rough, thin, thick, ridged).

Experimental activity (waterproof, glass makes sound, fragile.)

Children's discussion on the topic: “What can be made from waste glass products”

7. Conducting a long experiment: “Garbage in the ground.”

Bury objects made of glass, plastic, rubber, paper, metal, as well as food waste (potato peelings, orange peelings), leaves and small branches into the ground. Mark the burial site.

After a certain period of time, check the condition of the materials. Note the result of exposure to sun, rain, soil.

Record your observations with your children. At the end of the experiment, draw a conclusion about what material and waste has decomposed in the soil and what people need to do with solid waste to protect the environment.

8. Direct educational activities

Subject: " It's better to litter now, get out of the habit, kids!»

Target: To develop skills in environmental education of children.

The teacher's story about the rules of behavior in nature. Familiarization with environmental protection signs (you cannot throw garbage into the river, in the forest; pollute the soil; throw garbage in undesignated places). Summarize the experiment and observations of food waste.

Children making environmental signs. In the future, if possible, place them near a river, pond, kindergarten (on an excursion);

Establishing a rule: sort group waste (two trash bins: one to collect scrap toys, the other to collect paper scraps that need to be disposed of in compost pits).

9. Games.

1. “What did I see?”

Purpose: to train children in recognizing objects made from different materials; develop memory, attention, observation.

Move. The teacher offers to play a game and asks the question: “What metal (fabric, plastic, glass) did you see on the way to kindergarten?” The one who names the most items wins.

2."Tell me about the subject"

Goal: to consolidate the idea of ​​the materials from which objects are made.

Equipment: a cube with images of types of materials on the sides.

Move. Each child throws a cube and catches it; what material falls out, he talks about it. The remaining players control the correct determination of the properties and quality of the material.

3. “What’s extra?”

Goal: to teach to identify common features of objects; consolidate knowledge about types of materials; develop mindfulness.

Equipment: cards with images of four objects, three of which are made from one material, and one from another.

Move. The teacher distributes several cards. Children take turns identifying the extra object, the material of which does not correspond to the material of the other three, and explaining why.

Complication. After the child has identified the extra object, ask the question: “What will happen if the vase is made of fabric?” and so on.

4."Guess the material"

Goal: to consolidate knowledge about the properties and qualities of materials and their names.

Move. Dunno comes to visit, he forgot the name of the materials, but only knows their properties. He asks for help. For example, this material is easily wrinkled, torn, and soaked in water. What is it called?

5. “Good and bad”

Goal: to activate the ability to determine the properties and quality of materials, to establish cause-and-effect relationships between the characteristics of the material and its purpose.

Move. The teacher names the material, the children identify its positive and negative features.

6. "Find Friends"

Goal: to consolidate the ability to select objects from a given material.

Move. The teacher names the object, and the children draw objects made from the same material.

7. "Vice versa"

Goal: consolidate knowledge about the properties and qualities of materials, expand the child’s vocabulary.

Move. Children stand in a circle. The teacher names the material and one property or quality. The child responds by naming another material and its opposite property (plastic is opaque, glass is transparent).

8. “What from what”

Goal: to consolidate knowledge about the materials from which objects are made.

Equipment. Ball.

Move. Children stand in a circle, the teacher stands in a circle, throws the ball to the child and says: “glass,” the child catches the ball and answers, “glass.”

Sample topics for environmental projects. Study of the impact of phytoncides on pests of cultivated plants (agroecology). Study of the spatiotemporal heterogeneity of zooplankton distribution in Lake Maloye (hydroecology). Immunotoxic effect of decomposition products of chemical compounds in surface waters of the Leonidovka region (chemical ecology). Study of the influence of anthropogenic load on the species composition of bioindicators of the floodplain meadow of the Yaya River (plant ecology). Environmental problems and public reaction to them in conditions of social and economic crisis (social ecology).

Slide 6 from the presentation “Environmental projects” for ecology lessons on the topic “Education”

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Education

“Theory of Ecology” - Soft Science Immature science Image: lawn. Department of General Ecology, Faculty of Biology, Moscow State University. Introduction to general ecology. Competition. marsupial lion. Ecology: Introductory lecture. Synedra ulna. Population density. (2) Z is a power (allometric) function of body mass W. ? = ?? = e-?. M. 2005, p. 6).

“Using Indicators” - SOE Indicators. 1. Use of indicators in government reports on the state of the environment of Turkmenistan.

“Pollution of the Chelyabinsk atmosphere” - The EURT area in the Chelyabinsk region is about 23 thousand square meters. km. Ai River. The areas of pollution are especially extensive (11-13 thousand sq. km) around Chelyabinsk and Magnitogorsk. Sak-Elga River. Nuclear pollution. Miass Tool Plant. Completed by: student of class 11 “A” of municipal educational institution “gymnasium No. 19” Kunkel Julia. Water pollution.

“Textbooks on ecology” - Applied ecology. Yu.V. Trofimenko. - M.: Publishing center "Academy", 2006. - 400 p., p. color ill. Ecology: Transport structure and environment. Ecology of populations and communities. For university students. Ecology. Can be used by specialists conducting environmental research.

In which schoolchildren in grades 7-11 and their German language teachers and subject teachers (biology, geography, chemistry, physics and ecology) can take part.

The competition is designed to draw students' attention to environmental problems that they face every day in their city or town. Schoolchildren explore the environmental situation in their city (town), on their street, in their school, for example: water and air quality, soil condition, energy consumption, flora and fauna, waste, health/nutrition. Based on the results of the study, schoolchildren propose specific ideas and carry out actions aimed at improving the environmental situation and attracting the attention of the general public to it.

Projects selected by the jury based on the results of the 2015 competition:

Project: About plastic bottles and toilet paper: eco-events at Goethe-Gymnasium No. 23 in Bishkek (Bishkek, Kyrgyzstan)

Heavy traffic in the immediate vicinity of a school leads to increased levels of pollution with harmful substances that are equally dangerous to people and plants.

Project content: to assess the impact of transport on the environment, we took air samples for dust particles, as well as soil samples near the school. We recorded significant air pollution in nearby streets, and soil samples had very low PH values. To improve the environmental situation and help nature, we planted new plants in the schoolyard and also contacted a processing plant. In addition, we launched separate waste collection at our school and tried to attract public attention to our environmental actions.

Goethe-Gymnasium No. 23

Project team: Diana Igolnikova, Ilyara Izupzhanova, Anastasia Sukhorukova, Chinara Bapyshova (German language teacher), Svetlana Paremskaya (chemistry teacher).

Project: Clean and green environment (Chambarak, Armenia)

A lack of environmental awareness resulted in the school grounds appearing abandoned.

Project content: As part of the project, we cleared the school yard, cleared the river of old tires and planted an orchard. Together with other schoolchildren, teachers, parents and village residents, we cultivated the soil of the school yard and planted a total of 27 fruit trees. Additionally, we made our contribution and decorated the school.
Chambarak High School

Project team: Karen Aramyan, Roza Aramyan, Smbat Gabrielyan, Alina Samsonyan (German teacher), Hakob Tizyan (geography teacher)

Project: fast food = almost food? (Gavrilov-Yam, Russia)

Fast food is increasingly becoming one of the main eating habits of people, while the health consequences are completely ignored.

Project content: As part of the project, we researched the consequences of unhealthy eating, conducted a survey in our school about eating habits and organized educational work talking about healthy foods. In addition, we prepared interactive activities for schoolchildren, wrote an article for a regional newspaper, and produced a variety of educational videos about healthy eating.

School № 1
Project team: Polina Machina, Daria Zamarenkova, Nadezhda Charkova, Irina Sorokina (German language teacher), Evgenia Melkova (biology teacher)

In the photo, a schoolgirl is experimenting with fast food type food.

Project: Cars and soil on the roadside: plants are in danger (Grodno, Belarus)

The growing number of cars increases the already critical content of harmful substances and contributes to environmental pollution.

Project content: Based on various soil samples, we analyzed the results of traffic intensity for the environment. At the same time, we did a phytotest and compared the sprouts of white mustard seeds with each other. To have a positive impact on the environment, we held eco-actions at school, told passersby about the problem, and also planted shrubs and trees in our yards.

Secondary school No. 28

Project team: Alyaksey Karpeichuk, Ilona Minko, Alena Ttsyalak, Tatyana Smolka (German language teacher), Alena Kostsikava (biology teacher)

In the photo: schoolchildren study the condition of plants on the roadside area.

Project: Is Magnitogorsk really clean and green? (Magnitogorsk, Russia)

Domestic and industrial waste and massive air pollution pose a threat to the environment.

Project content: Environmental pollution is a very multifaceted topic, so we analyzed two pressing problems - the lack of separate waste collection and industrial air pollution. Thanks to visits to waste disposal plants, we were able to verify the great potential of waste recycling. After conducting experiments, we established the harm to the environment from burning garbage. Also, as part of the project, we held a large event to separate waste collection, as well as an action to collect old things, and planted spruce trees in the schoolyard.

Secondary school No. 6

Project team: Vasilina Varyukha, Dmitry Babushkin, Regina Galimova, Svetlana Shamshurina (German teacher), Tatyana Yemets (biology teacher)

Project: Preventing the desertification process, reconstructing degraded landscapes and creating a “green oasis” on our school territory (Shashubai, Kazakhstan)

Unfavorable climatic and environmental conditions in the North Balkhash region lead to soil erosion and the formation of a desert.

Project content: We studied the influence of harsh climate on the flora of our region and looked for ways to prevent the process of desertification. Together with the school and the entire village, we conducted project activities and conversations to convey to all residents the importance of the problem. In collaboration with various sponsors, village residents and numerous representatives of local authorities, we developed a large improvement project “Green Oasis” and successfully implemented it together. We planted 550 seedlings of trees resistant to the local climate.

School-kindergarten complex

Project team: Kristina Dylgina, Valeria Burdman, Yana Dylgina, Dametken Tasbulatova (German language teacher), Yulia Kogai (ecology teacher)

In the photo, schoolchildren are studying the composition of soil from the school grounds.

Project: This is how the Curonian Spit begins (Zelenogradsk/Kaliningrad region, Russia)

City residents lack understanding of the exceptional value of the Curonian Spit nature reserve, so the protection it needs is lacking; and pollution of natural areas threatens the extinction of many species.

Project content: First of all, we studied the ecological significance of the wet habitat of plants and animals on the territory of the Curonian Spit. We also determined the possibility of a threat to this natural reserve from the nearby rapidly developing city of Zelenogradsk. We assumed that all residents are ready to protect the environment, but they lack information about the importance and uniqueness of the protected area. Therefore, we developed a themed nature trail, and materials about our plans and results were published in local newspapers. We believe that an ecological trail can introduce local residents to a unique natural area without interfering with nature.

Progymnasium "Vector"

Project team: Vlada Karelina, Daria Mezhuy, Nazar Lukashev, Valeria Wall (German teacher), Maxim Napreenko (biology teacher)

Project: Water and synthetic cleaning products (Chelyabinsk, Russia)

Water is at significant risk from the chemicals contained in synthetic cleaning products.

Project content: First, we conducted a survey among schoolchildren and found out what cleaning products they most often use. Then, based on the frequency of their use, all cleaning products were categorized. Through two different experiments, we found out how bad synthetic cleaning products and natural soaps are for the environment - and reported it in the school newspaper. In addition, we were engaged in the production of natural soap and discovered an environmentally friendly alternative to conventional chemical cleaning products. In the future, we want to conduct master classes on this topic, as well as inform schoolchildren about the dangers of synthetic cleaning products using posters.

Gymnasium No. 96

Project team: Irina Zhukova, Marina Belozerova, Anastasia Dron, Olga Bannikova (German language teacher), Ekaterina Gorvat (chemistry teacher)

Project: Eco-cleaning products (Tula, Russia)

Chemicals contained in cleaning products and detergents end up in wastewater, cannot be completely filtered out and pose a risk to our health.

Project content: To reduce environmental pollution, in our project we are considering alternative cleaning and detergents for the home to the usual ones. After we analyzed the chemicals in cleaning products and found them to be harmful to the environment, we focused on producing an environmentally friendly enzyme that could replace traditional cleaning products. After receiving positive results from using eco-cleaning products, we talked about this idea.

Project team: Egor Turkov, Daria Anufrieva, Arina Lifanova, Svetlana Lifanova (German teacher), Marina Starina (chemistry teacher)

Project: New life of a water source (Zugdidi, Georgia)

The village of Akhalsopeli suffers from a lack of water, as the water from its only source is constantly disappearing.

Project content: We set ourselves the task of stopping the mass disappearance of spring water in our village, as well as holding an action in support of the relaunch of the only open-air swimming pool. Thanks to the economical handling of water, the outdoor pool could be filled with spring water. Therefore, to begin with, we cleaned the source itself and the area around it, installed a protective structure made of bamboo, and then carried out educational work with the population of the village.
Akhalsopeli secondary school

Team: Mariam Jojua, Tamta Jojua, Mariam Sherozia, Kobalia Tzitsino (German teacher), Kitia Ketevan (ecology teacher)

Project: When the trees were green... (Moscow, Russia)

The growing number of parking spaces threatens the few trees that still grace the city.

Project content: The goal of our project was to establish a causal relationship between the emergence of new parking spaces and the extinction of trees. We conducted an interdisciplinary study: we not only took soil samples and collected information about trees, but also learned about the rules for handling plants during road work. The following problem was identified: the city does not have the necessary irrigation system. We developed numerous recommendations and also talked about our project in school and on the Internet.

School No. 1179
Project team: Alina Anosova, Alina Pogosyan, Daniil Sidorov, Anna Tsukanova (German language teacher), Natalya Kislyak (biology teacher)

In the photo, schoolchildren examine the condition of the leaves using a microscope.

Project: Consequences of birds feeding in water. Research work of schoolchildren on the Mirosha River
(Pskov, Russia)

Environmental pollution and mass feeding of birds threaten the water quality and diversity of wildlife in the Mirosha River.

Project content: The project of our initiative group is dedicated to studying the impact of bird feeding in water bodies on the environment. By becoming interested in our local ecosystem, we were able to make connections between bird feeding and deteriorating water quality. To draw the attention of Pskov residents to the consequences of their actions, we installed an information board in the park “Feeding birds is prohibited” and talked about it on the Internet.

School No. 11
Project team: Olga Stepanova, Sergey Solovyov, Elizaveta Terentyeva, Yulia Mikhailova (German language teacher), Anastasia Frolova (geography teacher)

Project: Start saving energy yourself! (Rivne, Ukraine)

The growing demand for energy around the world causes a number of environmental problems - increased emissions of harmful substances and environmental pollution.

Project content: Although we realize that we will not be able to implement environmentally friendly energy processing technologies throughout the world, we still decided to take the initiative for responsible energy consumption in our city. To achieve this, we have developed detailed information brochures on saving energy, held educational lessons and a drawing competition on the relevant topic at our school. In addition, we have prepared recommendations for saving energy and tested them in practice.

Lyceum No. 12
Project team: Anastasia Vavryk, Oksana Melnichuk, Oleksandra Trush, Olga Moroz (German teacher), Lyudmila Bondaruk (physics teacher)

Project: Determining the concentration of carbon dioxide in the premises of a gymnasium using a homemade gas analyzer (St. Petersburg, Russia)

Elevated carbon dioxide indoors is a serious factor that causes headaches, fatigue and cardiovascular disease, as well as negatively affecting other health indicators.

Project content: Since we know the consequences of increased carbon dioxide levels, as part of our project we measured the concentration of carbon dioxide in the premises of our school and compared them with normal values. We independently developed the design of the gas analyzer and learned about the technique of chemical measurements. Fortunately, all carbon dioxide emissions are within normal limits, but we still recommend keeping your premises ventilated at all times.

Gymnasium No. 116 of Primorsky district

Project team: Roman Gubenko, Alina Ivanova, Mikhail Mezentsev, Tatyana Khorunzhaya (German language teacher), Tatyana Puzikova (chemistry teacher)

Project: Ecological Laboratory. Along the forest protection paths of Mordovia. (Saransk, Russia)

Tree cutting, environmental pollution and other problems caused by human activity threaten the forests of Mordovia.

Project content: Since approximately a third of the Republic of Mordovia is covered with forests, these gifts of nature are not sufficiently appreciated by many local residents. To attract the attention of schoolchildren and residents of Saransk to the beauty of forests, we prepared an interactive environmental laboratory, hung posters, held a garbage collection campaign and developed an ecological trail.

Gymnasium No. 20
Project team: Maria Dolgaeva, Alexander Patkin, Anastasia Shibaeva, Tatyana Sharashkina (German teacher), Yulia Vardanyan (geography teacher)