Studied in educational institutions. It contributes to the formation of children's skills of correct behavior in emergency situations, the ability to provide first aid.
Why is it necessary to study OBZ?
Some parents, looking into the diaries of their children, are surprised, because they do not know what OBZh is at school. This is a subject designed to teach children to act correctly in any life situations, to be able to act correctly in any danger. A person who has taken a course of life safety is able to avoid consequences or natural ones. Within the framework of this subject, children receive elementary knowledge about the defense of the state, the military duty of men.
In addition, the subject of life safety at school is necessary in order to teach children to lead a healthy lifestyle. Schoolchildren should understand the threat to the state of their body that such bad habits as the use of drugs, alcohol, and smoking can carry. As a result of studying this subject, children know how important it is to play sports. Schoolchildren receive information about the most common diseases. In the case of successful study of the subject, they will know about the measures for the prevention and treatment of diseases. Children will be able to help themselves and their loved ones on their own.
Lifestyle program at school
When did this useful knowledge begin to be taught to children? In 1991, the subject of life safety was introduced at school. It is designed to teach schoolchildren the basic safety rules, the ability to recognize and evaluate them.
In accordance with the requirements of the Ministry of Education, the life safety program at school includes several large thematic sections. First of all, schoolchildren get acquainted with the concept of "safety" and learn the rules of behavior in emergency situations.
The next thematic block includes obtaining medical knowledge. Schoolchildren have the opportunity to get information about problems with the main systems of internal organs, about the features of the prevention of widespread diseases. Knowing what OBZh is, at school or at home, children can help themselves in the event of the first painful symptoms.
Next, students learn the basics of a healthy lifestyle. As part of this block, children can learn how to organize their day in order to live as long as possible. The teacher should explain to the students the features of the organization of sports activities, proper nutrition.
After that, the modern complex of global security problems is studied. We are talking about environmental catastrophes, the demographic crisis, the nuclear security of the world. Consideration of all these issues affects the future life of all mankind. In accordance with the requirements of the state, the life safety program at school ends with an introduction to the basics of military service. This topic is relevant, since every boy is a future man, a defender of the fatherland.
Lifestyle teaching in elementary school
According to educational programs, the study of life safety at school begins at primary school. On the this moment in lower grades there is no separate subject of human security. Babies receive initial knowledge from this area while studying the subject " The world and extracurricular activities. junior schoolchildren should learn about the ground rules traffic, fire safety. They must learn how to use household appliances, household chemicals. Kids should know what life safety is at school.
The assimilation of the material should be carried out with the help of visual receptors. Children remember well the information presented in the form of tables, pictures, multimedia presentations. It is useful to show films to children. CDs and audio cassettes can be used in elementary school.
Speech methods for studying life safety in middle and high school
The teaching of life safety at school is carried out using primarily speech methods. When studying new material, a lecture can be given. This method helps to convey a large amount of information to students as quickly as possible. The lecture must be meaningful, logically constructed. Good use of conversation elements. However, such material can only be submitted in high school.
As part of the conversation, the teacher can update the knowledge of children obtained earlier. This form of work involves a lot of activity of students. She provides a high degree assimilation of the material. It is often used at school. Then, under the guidance of a teacher, students can independently come to the disclosure of the properties of a particular phenomenon or process.
The report refers to effective methods independent work. This form of work is provided by the methodology of teaching life safety at school. Students can familiarize themselves with educational material if they prepare a series of reports.
Practical methods for studying life safety
For those who do not know what OBZh is at school, it is necessary to understand that the main goal of this subject is to teach children how to act correctly in a given situation. Therefore, it is necessary to use practical methods. Students must practice the skills they have learned. To do this, you need to solve situational problems. In life safety textbooks, there are necessarily tasks for the solution of which it is necessary to paint an algorithm for the correct behavior of a person in a given situation. For example, during an earthquake, flood.
Practical methods can be used in the classroom during the study of the thematic section related to medicine. Pupils can try to make dressings, put a splint right in the classroom.
The equipment of the OBZh cabinet at school
For students to successfully master the basics of life safety, the classroom for classes must be of high quality. In particular, the equipment of the life safety room at the school should include a computer with a projection board. This will help to actively use visualization: diagrams, tables, photographs, films. For lessons that cover the basics of civil defense, you must use a gas mask, a machine for assembly and disassembly.
Ideally, the OBZH office should contain special equipment, which is a model of a person. It can clearly demonstrate the rules for providing the first medical care. The use of such modern equipment will help not only to clearly explain to students how to help a person, but also to hone practical skills.
Design of information stands
In the OBZH office there should be information stands that make it clear what OBZh is at school. Information can be presented in a bright and interesting way. A person crossing the threshold of the office should immediately pay attention to the stands. They can provide basic information about the rules of the road, the features of behavior in a given situation. It is necessary to submit the most important information, without which it is impossible to study the basics of life safety. The information provided must fully comply with current legislation.
The study of life safety is the key to the safety of schoolchildren
It is important for teachers to approach the teaching of life safety with all responsibility, since the life of students depends on this subject. The basics can save children from many problems in the future. Therefore, the lessons should be as interesting as possible so that children are happy to approach the study of this subject. This will help them to qualitatively assimilate knowledge within the framework of the educational process, to be interested in the global problems that humanity has to face. Therefore, the study of life safety should help ensure the safety of not only a single person, but also the Universe. This should be remembered.
additional education teacher Maya Kimovna Saltkhtsishvili
educational institution:
MBU DO DDT No. 3
Brief job description: In the formation of a healthy lifestyle, the fight against smoking is of great importance. Raising a child in a family of smokers, a negative example of parents contributes to the early introduction of children to smoking and the formation of a stable bad habit in them. Millions of smoking women and girls cause great damage to their health and demographic policy.
Educational institution:
Brief job description: The current political situation in the world, unfortunately, is far from ideal. Today, there are more than 130 hot spots in the world. The struggle for Natural resources the number of terrorist attacks is on the rise. All this imposes a special responsibility on such subjects as NVP and OBZH in the need to increase the level of vigilance among students and acquire skills to counteract danger.
Melnitsky Vladimir Sergeevich
Educational institution: KGKP "Electrotechnical College"
Brief job description: One of critical tasks in the work of a teacher who builds his activities in accordance with the requirements of developmental learning is to increase the effectiveness of teaching methods and intensify the learning process. The solution of this problem is facilitated by the widespread use of non-traditional lessons in teaching, as well as the improvement of the methodology for their application in the educational process. non-traditional forms A lot of lessons have already been created, but in my opinion, the following non-traditional lessons are the most suitable for the subjects of NVP and OBZH: video lesson, lesson-court, lesson-competition, lesson-game.
Smolentsev Denis Vladimirovich
Educational institution: MAU DO DYUTS "Grad" of the city of Tyumen
Brief job description: Competition, dedicated to the Day Defender of the Fatherland, are held in gymnasium No. 49, among groups of students of the MAU DO Children and Youth Center "Grad" of the city of Tyumen in the direction of military-patriotic education. This regulation defines the goals, objectives, procedure for conducting, content of the competition.
Kozyrev Yury Nikolaevich
Educational institution: MBOU secondary school No. 4
Brief job description: Based on a letter from GBOU IRO Krasnodar Territory dated September 26, 2017 No. 01-20 / 3109 "Recommendations for the prevention of injuries", letters from the administration municipality Kanevsky district dated 02.10.2017 No. 01-33/1209, educational questions on railway safety were introduced and educational questions were introduced by Order of the Ministry of Education and Science of Russia dated 10.19.2009 N 427, according to traffic rules.
Dymchikov Bair Borisovich
Educational institution: MAOU "Secondary School No. 63, Ulan-Ude"
Brief job description: This program requires preparatory work, as children work in teams. There are 6 contests in development. Children learn to use a gas mask, learn to report a fire as informatively and briefly as possible by calling 01, find a way out of various emergency situations related to a fire, etc.
Fundamentals of safe life (OBZH) is academic discipline which aims to foster a culture of safety in various circumstances. This subject is studied by schoolchildren of grades 5-11. On our website, materials on life safety are presented in the following sections: Lesson notes Technological cards Control and verification Laboratory and practical Self-study Tests Olympiad tasks Quizzes and games Extracurricular activities Work programs lesson planning […]
Outline of the lesson on life safety according to GEF
In this section of the educational portal Konspektek, outlines of lessons on life safety are presented. The summary of the lesson on the basics of safe life is a detailed plan that includes the content and detailed description stages of the lesson in this academic discipline.
A well-written lesson summary serves as a reference plan for the lesson for the teacher, and is also a document that is used in the certification of life safety teachers. Therefore, we can say that lesson plans play an important role in the process of building a competent and effective process of teaching life safety in Russian schools.
According to the new requirements of the state educational standards of the new generation (FSES), the outline of the lesson on life safety must meet the following requirements: the goals, objectives and methods of conducting the lesson must correspond to the age group of students, the goals and objectives of the lesson must be clearly formulated, the course of the lesson must contribute to the fulfillment of the tasks set and achieving goals.
The main components of the summary of the lesson on life safety are: topic, goals, objectives, type, form of conduct, sequence of stages, methodological materials and technical support.
On the educational and methodological portal of Konspektek, you can download the abstracts of OBZh lessons for free
Teachers can post lesson plans on various topics on our Internet resource and receive registered certificates of publication of the author's material. By posting your work, you give other teachers of the basics of safe life to learn from your experience and help colleagues improve. All author's developments on life safety on our portal can be downloaded for free for review.
In addition to abstracts on life safety on our website you will find developments in local history, Russian, mathematics and all other subjects from curriculum Russian schools.
Lesson 1 HEALTHY LIFESTYLES FOR YOUTH
Goals: to acquaint students with the features of studying the course of life safety in grade 11; define the concept of "healthy lifestyle"; discuss the problem of strengthening the health of people and prolonging their active life; lead to an independent conclusion that only the person himself forms his healthy (or unhealthy) lifestyle; encourage students to think about their own health.
Equipment: posters "Types of people with different risk of diseases", "Determination of normal weight".
During the classes
I. Organizing time.
The teacher draws the attention of students to the wise thoughts written on the board under the motto: “Man is the adornment of the world” (about the beauty of the physical and spiritual), which serve as an epigraph to the lesson.
Students read:
At the great thought that I am a man, I always rise in soul. (V. A. Zhukovsky.)
There are many people with a beautiful appearance, who, however, have nothing to boast of inside. (F. Cooper.)
Dissatisfaction with oneself is a necessary condition for rational life. Only this discontent induces to work on oneself. (L. N. Tolstoy.)
Life is endless improvement. To consider yourself perfect is to kill yourself. (F. Gobbel.)
Teacher. How do you think these statements relate to the topic of our lesson? How are the concepts: "Man - health - beauty" related?
Today's topic of the lesson is devoted to the actual problem of maintaining, preserving and increasing health at all stages of a person's life path, but to a greater extent in the period of youth.
II. Introduction to the study of the course of life safety in grade 11.
The teacher introduces students to the peculiarities of teaching the life safety course in grade 11: the amount of study time is 68 hours per academic year, as in the previous grade; in the lessons more attention is paid to studying topics on the basics of medical knowledge, the basics of military service, so students have the opportunity to deepen their knowledge on these issues, improve their skills in providing first aid for various injuries, and treating common diseases; the changes relate to the ways and types of teaching. So, in the final part of the training, the teaching of the course will be separate: for boys - the study of the section "Fundamentals of military service", and for girls - the study of sections on the basics of medical knowledge, preparation for family life, first aid. Moreover, willing girls have the right to attend a course intended for boys with the consent of their parents, issued in a written application.
The end of the life safety course in the 11th grade is the opportunity to pass the state exam for the life safety course of a complete general education school of the student's choice. Consequently, the attitude towards the subject of the eleventh graders should be responsible.
III. Exploring a new topic.
1. Introductory conversation.
The teacher asks you to answer the following questions:
What is the first thing you want for yourself?
What is the first thing you wish for your loved ones?
What would you never wish on your enemies? Teacher. That's right, the answer to these questions will be one-
health.
2. Explanation of the concept of "health".
Teacher. Health is the result of the impact of various factors on the unique system of nature "man". Each person should be able to manage their health, taking into account the risk of diseases and the characteristics of psychological and physiological factors.
For self-management of health, everyone needs to be able to create comfort for the soul and body, which is achieved by a certain way of life, attitude to the means of healing and healing from ailments.
How would you define "health"?
Health It is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity.Consider the main components of health.
/ health \
physical
How closely interrelated are the components of health? (The components of health are closely related: if a person is physically healthy, but experiencing psychological discomfort, he cannot feel great.)
What does human health depend on? (Human health depends on lifestyle, behavior, way of thinking.)
Do you agree with this opinion: what is the activity of a person, such is he himself, his nature and his illnesses? Prove your answer with examples.
Health is the main gift the us by our ancestors and wasted by us - their followers. How to dispose of this priceless (really priceless - after all, we get it for free) gift? It is very important to come to the conclusion and understanding of the need to preserve and increase your health as early as possible, and for this you need very little. Scientists define such a desire as a movement in two steps.
The 1st step consists in choosing life attitudes, determining your goals in life.
The 2nd step is the choice of ways for the realization of those vital attitudes and goals that you defined for yourself in the first case.
Is it difficult? - Yes, it is very difficult.
Is it possible to accomplish this? - Yes, it is possible.
It is only necessary to remember that the main condition for a healthy lifestyle is the personal interest of a person. You need to understand that nothing in life comes for free. That the result will be better and higher, the sooner you start working on yourself.
A person is not just a highly organized biological system, but an organism living in certain social conditions that affect the physical and psychological well-being and determine its moral principles.
Lifestyle is an indicator of how a person realizes the conditions of life for his health. Human health in 60% depends on lifestyle, in 20% - on environment, in 8% - from heredity.
From birth, a person has certain reserves of health, and the duration of their use depends on the person himself (conditions of behavior, style, lifestyle).
When assessing health, 4 main criteria are used:
Presence or absence of chronic diseases;
The level of achieved physical and neuropsychic development;
The state of the main body systems - respiratory, cardiovascular, excretory, nervous, etc.;
The degree of resistance of the body to external influences.
There is a complex of factors that determine both the health of an individual and society as a whole.
What are these factors in your opinion? (Socio-economic, determined by the level of development of society: production, education, medicine, diet, population, leisure, etc.)
Why do countries with different levels of socioeconomic development have different health outcomes?
As factors of the natural environment (climate, vegetation and animal world, space, the level of solar activity) affect the state of health? (The influence of these factors is the spread of certain diseases in certain geographical areas- skin cancer in areas with high solar radiation, goiter (thyroid gland)- in areas with insufficient iodine content in water, etc.)
What is the influence of biological and psychological factors? (With heredity, temperament and behavior of a person, his physique, psychological make-up of the personality, that is, with what characterizes the innate properties and individuality of a person.)
Quite right. These factors determine the living conditions of a person that affect his health.
3. Components of a healthy lifestyle and their characteristics.
Teacher. The main components of a healthy lifestyle are:
Sufficient physical activity, providing the body's daily need for movement;
hardening, which helps to increase the body's resistance adverse effects environment and diseases;
rational nutrition, balanced in terms of a set of vital substances (proteins, fats, carbohydrates), vitamins and microelements;
observance of the daily routine, taking into account the dynamics of individual biological rhythms, hygiene of mental work;
personal hygiene;
competent environmental behavior;
psychohygiene, aimed at developing the ability to manage one's emotions and prevent neurasthenic conditions;
sexual education, prevention of sexually transmitted diseases;
giving up bad habits - smoking, drinking alcohol and drugs;
safe behavior at home, on the street and at school, ensuring the prevention of injury and poisoning.
Know yourself.
Keep your body clean.
Eat well.
Play with care.
Choose your friends right.
Keep your world clean.
Learn to say no.
Medicine is not a toy.
Get immunized.
If you feel sick, consult a doctor, parents.
According to the World Health Organization (WHO), youth are considered to be people aged 16 to 29 years, and there are now about 30% of such people on Earth. So, the incidence of this category over the past 5 years has increased by 26.3%. Mortality from non-communicable diseases is constantly increasing and now reaches 83%.
The reason for all such diseases is the lack of personal interest among young people in a healthy lifestyle, caring for the continuation of their kind.
The main objectives of the life safety course in the 11th grade are the following: inculcation of healthy lifestyle skills, formation of a conscious attitude to one's health, the health of future children, preparation for further activities for the benefit of the Fatherland.
IV. Fixing the material.
1. Frontal survey.
Questions and tasks:
What can affect human health?
Give examples of the influence of various socio-economic factors on health.
Analyze how socioeconomic factors affect the health of your family members.
Give examples of how natural, biological, psychological factors affect health.
How do you explain the expression: “If you want to have health in yourself,
say hello to everyone"? (77. K. Ivanov.)
2. Express - assessment of the state of health.
1) Completion of task 1.
Teacher. For effective self-management of the state of one's health, it is necessary to systematically (maybe once a month) conduct an express assessment of the state of health according to the following indicators:
measurement of heart rate (HR);
determination of the individual constitution combined with real weight. Although health is the opposite of disease, it does not have clear boundaries, as there are various transitional states. Health does not exclude the presence in the body of a disease-causing principle that has not yet manifested itself or subjective fluctuations in a person's well-being.
Recently, information has appeared that allowed physicians to distinguish three types of people who have their own special structure of internal organs and systems, which determine the nature, behavior and structure of the disease.
Types of people with different disease risk
Type "A" (there are about 16%) - full, solid people, with a short neck, a wide chest, increased body weight. They are usually calm, slow, prone to analysis and slow-witted. This is a “type of storage” (and they love to save in life). They accumulate toxins in the body, which is why most often these people have stone formation in the organs, obesity, and sclerosis. And all due to the fact that they love to eat, sleep, do everything in detail, without rushing. Vascular spasms in these people, which occur under the influence of strong neuro-emotional stimuli, are very persistent. In medicine, this type of people received the status of "heart attack".
The complete opposite of the first - people of the second group "B" - type "emitters" (27% of them). These are often gifted people, slender, thin, impulsive, with a predominance of excitation processes in the nervous supply of the body. These are people of impulse, emotional, often uncommunicative, prone to conflict with social environment. They are arrogant, quickly "grasping", with a good memory. Main feature theirs is the predominance of the spiritual principle. They feel in psychological comfort only in the presence of a complex of external and internal stimuli of high intensity and strength.
However, people of the "B" type are often helpless in ordinary life situations, compassionate, easily vulnerable. As a consequence of this, rapid nervous exhaustion can occur, a breakdown nervous activity; health is usually taken away by such diseases as neurasthenia, insomnia and other psychosomatic diseases.
The third, largest group (about 46-48%) are people of the "AB" type. Their typical portrait: average height, regular facial features, good adaptability to various life situations. They like to live in a "contrasting" mode, they are confident in everything, and their processes of excitation and inhibition are balanced.
Only taking into account the age and individual constitution, choose food, means of improvement, exercise and much more, on which your health depends.
The teacher suggests using the poster to conduct an express assessment of their health.
2) Completion of task 2.
Express information in determining the normal weight can serve as a nomogram developed by V. Grishko and S. Borisov.
Nomogram for determining normal weight
in men in women
If you match your height with your age on the age scale, you will get a normal weight for your age and height. And finally, by combining the value of height and real weight, you can get an answer to the question of whether your weight is appropriate for your age.
Individual constitution combined with real weight is YOUR guide to life. Regularly work on your weaknesses, do not get carried away by strengths, and success will always be with you.
3) Completion of task 3.
The main criterion is the pulse. For any exercise to be beneficial, you need to choose the right load. This can only be done if you know your individual training pulse. It is easy to define it.
To begin, count the pulse at rest (on the wrist or neck, or temple in the morning, after waking up, lying in bed). Now determine your individual training pulse, for this: a) subtract your age in years from the number 220; b) subtract the number of beats of your pulse at rest from the received figure; c) multiply the resulting figure by 0.6 and add to it the value of the pulse at rest.
V. Summary of the lesson.
Teacher. What is the importance of a healthy lifestyle for human health? (A healthy lifestyle is a universal means of preventing diseases, promoting and maintaining health.)
What determines the state of human health? (Health statushealth depends on the psychological climate in the family, at school; compliance with the regime of the day, study and rest; rational nutrition, attitudes towards tobacco, alcohol, drugs; compliance with the rules of personal hygiene, etc.)
What conclusions can you draw from today's lesson? (Practice shows that many people, especially young people, have blurred, lost their value and integrity of the idea of health. In the minds of many people, it is firmly connected precisely with treatment.)
But after all, you can treat indefinitely, it will not add health!
Meanwhile, human health, first of all, depends, first of all, on the conditions and lifestyle. It is necessary to develop the habit of showing elementary concern for maintaining health, for strengthening and creating its reserves.
To preserve and increase the reserves of physical and mental health of people means, without any exaggeration, to increase the potential of the country's power.
Homework: define the meaning of the concept of "hygiene".
Lesson 2 RULES OF PERSONAL HYGIENE AND HEALTH
Target: explain the importance of personal hygiene for general health.
During the classes
I. Organizing time.
I. Repetition of the material covered.
Verification rapid test.
1. Choose the correct answer.
The influence of biological factors on health is associated with:
o with the psychological make-up of the personality;
And with heredity;
D with the climatic conditions of the area.
2. The basis of a healthy lifestyle is:
o strict observance of a properly organized school day regimen; And heredity;
□person's personal interest.
3. Properly organized daily routine provides:
o optimization of the microclimate of educational premises;
A rational alternation and regularity of various activities and recreation;
□correct working posture during classes;
About regular and rational nutrition.
4. Match the concepts with their meanings.
o A unified system of knowledge and practice, accumulating the successes of ecology, biology, genetics, physical culture, immunology, psychology and many other sciences, the purpose of which is the physical, mental and social well-being of the health of young citizens
A Disease
Conscious attitude towards one's own and public health
□ Valeology
□ Violation of the normal functioning of the body
o Healthy lifestyle
Key to the answer:
1. A; 2. D, o; 3. A, 0; 4. oa; Before; pA.
III. Exploring a new topic.
1. Terminological work.
Students read out the definitions of the concepts of "hygiene", "personal hygiene", explain their meaning, during the discussion establish the most complete interpretation of the term, write it down in a notebook.
HYGIENE (from the Greek. hygieinos - healthy) - a field of medicine that studies the influence of living and working conditions on human health and develops measures to prevent diseases, ensure optimal living conditions, maintain health and prolong life. It belongs to the most ancient branches of medical knowledge. Scientific hygiene has been developing since the 2nd half of the 19th century. M. Pettenkofer is considered its founder; In Russia, A. P. Dobroslavin and F. F. Erisman. Hygiene uses physical, chemical, physiological, toxicological and other methods to study the sanitary state of the external environment and its influence on the human body. Hygiene includes a number of independent sections (communal hygiene, occupational hygiene, hygiene of children and adolescents, food hygiene, military hygiene, radiation hygiene, etc.). (Big Encyclopedic Dictionary.- M.: Soviet Encyclopedia, 1981, p. 303.)
HYGIENE is a science that studies the influence of various environmental factors on the human body and develops measures to maintain health. (Dictionary of the Russian language. T.I . - M: Russian language, 1981, p. 308.)
Teacher. What definition can you give to the concept of "rules of hygiene"?
Hygiene rules- a set of practical measures that ensure the preservation of health.
Students write down the components of personal hygiene:
body cleanliness;
maintaining the cleanliness of linen;
maintaining the cleanliness of clothing;
maintaining the cleanliness of the home;
proper preparation and regular meals;
alternation of work and outdoor activities;
alternation of mental and physical labor;
physical culture and sports;
complete sleep.
2. Work in small groups (in pairs).
Further, the lesson takes place in the form of a discussion in small groups (2 people each) of one of the listed components of personal hygiene. The result of the discussion should be justifications in defense of a particular personal hygiene rule, proposals for its implementation and examples of negative attitudes towards its use on the part of adolescents.
After the discussion, the students present their reports. The teacher, commenting on the performances, evaluates them.
Questions for discussion are written on the board:
On the relationship of what parameters is this rule of personal hygiene based?
Under what conditions should one resort to following this rule?
What are the conditions for compliance with this component of personal hygiene?
How will the state of health change if this hygiene rule is neglected?
Give convincing arguments, arguments in defense of this rule of personal hygiene.
IV . Fixing the material. 1. And r a "Say a word."
The teacher (as well as the students) propose to listen to some meaning (definition) of the concept. Players must correctly name this concept by completing the sentence.
Its duration corresponds to age standards with a constant and precisely set start and wake-up time ... (complete soy).
Proteins, fats, carbohydrates should contain daily ... (diet).
The energy costs that go into maintaining the life of an organism at the greatest rest are called ... (basic metabolism).
In older schoolchildren, the highest and longest rise in working capacity is observed ... (from 8 am to 12 pm and from 4 pm to 6 pm).
The state of human health and the effectiveness of his educational and labor activity depends on ... (rhythmic activity of organs and systems of the body).
Energy costs during the life of an organism (movement in space, doing work, etc.) are called ... (general metabolism).
During classes, it reduces the load on the musculoskeletal system, prevents postural disorders and helps to maintain working capacity... (correct polo / body position fortable).
2. Briefing on the study of the daily routine of students.
Teacher. I suggest you conduct a study of your daily regimen by the method of questioning. You receive special questionnaires (table on p. 22). Listen to how they need to be filled. You can start filling out the questionnaire from any day, for example, from Wednesday. Every day, the questionnaire for the previous day is filled out. The duration of the elements of the daily routine (from the 5th to the 16th point) must be noted in hours and minutes. For example, 5th: did you do socially useful work (what did you do, from what hour to what time, what time)? On Monday I cleaned the classroom from 13.00 to 13.35 (0 h 35 min). On Tuesday, he worked at the dacha from 14.00 to 15.10 (1 hour 10 minutes), etc.
If any element was not performed during the week, then “no” is written in the columns. If any element of the regime was performed only 1-2 times a week, then the time is indicated on these days, and “no” is written on the remaining days.
A week is allotted for the survey, then you must analyze your questionnaires in writing, taking into account the order of alternation of individual moments of the daily routine, that is, the degree of order and the duration of the regime elements, that is, the time budget.
The results obtained must be compared with the recommended hygienic standards, then a conclusion should be drawn about deviations in their daily routine, and proposals for its correction should be substantiated.
Schoolboy mode by day of the week
the date
Last name, first name
Age (years)
School Class
Home address
Mode elements
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
What time did you go to bed?
What time did you get up?
How many lessons were there?
What time did you leave school?
Did you do social work? (What did you do, from what time to what time. What time is it?)
Was he engaged in social work (a meeting, a council meeting, issuing a wall newspaper? From what time to what time? What time)?
Did you participate in the school rehearsal of amateur performances (what did you do, from what time to what time. How long)?
The end of the table.
Did you study in a circle (in which, from what hour to what time. How long)?
Did you go in for sports (in the section, participation in the competition, what sports, from what time to what time. What time)?
What time did you do your homework? What time is it?
Did you walk in the air, from what time to what time? What time is it?
Did you study music, from what time to what time? What time is it?
Did you read fiction from what time to what time? What time is it?
How much time did you spend on housework, helping the family, from what time to what time?
What else did you do in your free time (board games, embroidery, modeling, etc. From what time to what time? What time)?
Did you watch TV, from what time to what time? What time is it?
V. Summary of the lesson.
Conversation on:
What is the basis of personal hygiene?
What is the essence of the requirements for the hygiene of linen, clothes, bedding, rooms?
What is the relationship between the concepts of "nutrition and health", "age and health", "movement and health", "consciousness and health"?
Homework: prepare a message about ways to cleanse the body, fasting, diets.
Lesson 3
SOME CONCEPTS ABOUT CLEANING THE ORGANISM.
MORALITY AND HEALTH
Goals: give an idea about some ways of cleansing the body; consider the components of moral health.
During the classes
I. Organizing time.
P. Actualization of knowledge.
1. Poll with students on personal hygiene:
Name the components of personal hygiene.
Why should you brush your teeth at least 2 times a day?
What are the causes of seborrhea?
How does it help you Physical Culture in overcoming daytime fatigue?
2. Messages from students on the topic “Methods for cleaning the organ
nism".
The teacher offers to make presentations about cleansing the body. Commenting on them, the teacher offers some suggestions to write down for possible use in their personal hygiene.
III. Exploring a new topic.
1. Terminological work.
The teacher defines the concept of "morality":
MORAL (from lat. moralis - moral);
1) morality - a special form of social consciousness and a type of social relations (moral relations); one of the main ways to regulate human actions in society with the help of norms. Unlike simple custom or tradition, moral norms receive an ideological justification in the form of ideals of good and evil, due, justice, etc. Unlike law, the fulfillment of moral requirements is sanctioned only by forms of spiritual influence (public assessment, approval or condemnation). Along with universal human elements, morality includes historically transient norms, principles, and ideals. Morality is studied by a special philosophical discipline - ethics.
2) A separate practical moral instruction, moralizing (the moral of the fable, etc.). (Big Encyclopedic Dictionary. - M .: Soviet Encyclopedia, 1981, p. 840.)
2. A conversation about the relationship between the concepts of "morality and health".
Teacher. Think about where the foundations of morality are laid. (Student answers.) That's right - in the family. It is the life of family members, their behavior and daily activities that is the basis of morality or, conversely, immoral behavior. What other factor is of great importance for the formation of a teenager's personality? (Student answers.) Yes, this is a society that surrounds a person. And it happens to us to see examples of an ideal family in which a moral monster grows, whose behavior is based on permissiveness, rudeness, the right to force and rudeness. An outwardly attractive, physically healthy young man cannot and does not want to live according to the moral standards of society and turns into a moral monster, an outcast. They bypass him, try not to have anything to do with him, tolerate his presence as much as possible, and, having parted, try to forget as soon as possible. It is hard to live in the world for such an individual. Is there a way out of this situation? Of course have. Read Russian classics - Chekhov, Tolstoy, Dostoevsky, live the way your parents teach you, follow their example, and you will earn the respect of others, and evaluate yourself differently.
This is most clearly manifested in relationships with members of the opposite sex. This is a relationship where both legal and moral standards are respected by all people. What forces a person to follow the rules of etiquette? By fulfilling certain norms of etiquette in a certain circle, a person feels that he belongs to this circle, and if you voluntarily comply with all these norms, then you can fully count on the benevolent attitude of others towards you.
IV. Valeological assessment of well-being, activity and mood by the "SAN" test.
The "SAN" test (well-being, activity, mood) is a psychological test for studying changes in the functional state of students under the influence of an academic load.
The purpose of the work: to get acquainted with the methodology for assessing well-being by the SAN test.
For work it is necessary: a test card.
Progress
The subject is given a test card and given instructions.
The map is used for self-assessment of your condition at the time of the study.
It consists of 30 pairs of words, each with its own number and characterizing various aspects of well-being, activity and mood. Between them are the numbers: 3 2 10 12 3.
These numbers reflect the severity this sign in points.
It is necessary to cross out the number that best suits your condition. For example, between the first pairs of words (No. 1 feeling good 3 2 10 12 3 feeling bad) “0” corresponds to the average feeling, which cannot be attributed to either good or bad. A "1" to the left of "0" indicates feeling slightly better than average, a "2" is feeling well, and a "3" is feeling well. The numbers in this line, which are closer to the words “feeling bad”, similarly characterize the state of health, if it below average.
Thus, out of seven numbers, cross out the one that best suits your condition at the moment. In other words, only one number must be crossed out in each line.
Do not think about every pair of words, cross out the numbers on the first impression.
Time of work with the card - 3 minutes.
When processing the map, recode all the scores in a row from 1 to 7. In this case, the score "3", corresponding to a poor value of well-being, activity, mood, is evaluated by the number 1, the score "0" - by the number 4, and the score "3", reflecting good health , activity and mood, is estimated by the number 7.
In a map of a pair of words
№ 1 2 7 8 13 14 19 20 25 26 - characterize the state of health;
№ 3 4 9 10 15 16 21 22 27 28 - activity;
№ 5 6 11 12 17 18 23 24 29 30 - mood.
One of the features of the "SUN" test is a slight influence of motivation on the results of the study, and the studies themselves are carried out with almost any number of subjects and at any time intervals, starting from 45 minutes.
For each category (well-being, activity, mood), individual average scores are calculated by adding all the scores of this category, and dividing the sum by 10 (the number of pairs of words in this category). Individual average scores from 3 to 5 are evaluated as average categories (well-being, activity, mood). The number of points from 5 to 6 - as above average, from 6 to 7 - as high, from 2 to 3 - as below average, from 1 to 2 - as low.
Test card "SAN"
Last name First name Age
№ 1 feeling good
3210123
Feeling bad
№ 2 feel strong
3210123
I feel weak
No. 3 Passive
3210123
Active
№°4 Sedentary
3210123 Mobile
No. 5 Cheerful
3210123
Sad
№ 6 Good mood
3210123
Bad mood
№ 7 Workable
3210123
Broken
No. 8 Full of strength
3210123
Exhausted
No. 9 Slow
3210123
Quick
No. 10 Inactive
3210123
Active
No. 11 Happy
3210123
Unhappy
№ 12 Cheerful
3210123
Gloomy
3210123
Relaxed
No. 14 Healthy
3210123
Sick
No. 15 Indifferent
3210123
Hooked on
No. 16 Indifferent
3210123
Excited
No. 17 Enthusiastic
3210123
Sad
No. 18 Joyful
3210123
Sad
No. 19 Rested
3210123
Tired
No. 20 Fresh
3210123
Exhausted
No. 21 Sleepy
3210123
Excited
№ 22 Desire to rest
3210123
A desire to work
No. 23 Calm
3210123
preoccupied
No. 24 Optimistic
3210123
Pessimistic
No. 25 Hardy
3210123
weary
No. 26 Cheerful
3210123
Sluggish
№ 27 It's hard to think
3210123
It's easy to think
No. 28 Scattered
3210123
Attentive
No. 29 Full of Hope
3210123
Disappointed
#30 Satisfied
3210123
Dissatisfied
V. Summary of the lesson.
Teacher. What systems of self-healing and self-improvement do you consider the most acceptable for yourself? Why were they preferred? What meaning do you put into the concepts of "ecology and health", "culture and health", "work and health", "information and health", "morality and health"?
Read the wise thoughts written on the board about the beauty of the physical and spiritual. If you wish, you can write down those of them that most correspond to your worldview.
On the desk:
No outer beauty can be complete unless it is enlivened by inner beauty.
V. Hugo
The beauty of the body can attract true admirers, but it takes the beauty of the soul to keep them.
C. Colton
The beauty of the soul gives charm even to the plain body, just as the ugliness of the soul leaves a special imprint on the most magnificent constitution and on the most beautiful members of the body, which arouses in us an inexplicable disgust.
G. Lessing
Homework: give examples and name the rules of behavior of a man in relation to a woman: when entering the door, when going up the stairs, when going down the stairs, when leaving public transport, etc.
Lesson 4
FORMING THE RIGHT
GENDER RELATIONSHIPS.
RULES OF SAFE BEHAVIOR FOR GIRLS
DURING THE DARK TIME
Target: to give the concept of the correct relationship of the sexes; cultivate respect for women.
During the classes
I. Organizing time.
II. Repetition of material.
1. Competition of proverbs about health.
The competition can be held in a group (team) form or in an individual championship. Competing pairs or teams of students take turns calling proverbs on the topic "Health". The winner is the team (or student) that is the last to name the proverb.
Examples of proverbs for the competition:
Eating in moderation is always healthy (Hindi).
There is not enough - illness and trouble (Ossetian).
Hearty feed - only harm (Arabic).
Moderation is the mother of health (Russian).
If you want health, eat less (Russian).
2. Frontal poll.
Questions:
What principles should be followed when carrying out hardening procedures, dieting, cleansing the body?
What is the dynamics of mental performance?
What is fatigue?
What components should be taken into account when organizing a daily routine?
How do you comment on the statement of K. Helvetius “To people
necessary based on human nature, on experience, on reason
human morality?
III. Exploring a new topic.
1. Introduction to the topic of the lesson.
Teacher. I would like to start today's conversation about the relationship of the sexes with wise thoughts. Read them from the board and share your thoughts about the meaning invested in them by their authors, about your attitude to statements, about their validity in relation to modern standards in relations between a man and a woman.
Students read the statements from the board and comment on them:
Morality is the science of relations that exist
between people, and about the obligations arising from these relations
ny. (L. Holbach.)
When men disrespect a woman, it almost always shows that she was the first to forget her treatment of them. (Denis Diderot.)
We are given joy not by what surrounds us, but by our attitude towards the environment. (F. La Rochefoucauld.)
It is just as disgusting for a reasonable and well-bred woman to encroach on the rights of a man, as it is disgusting for a reasonable man to abuse the weakness of a woman. (Daniel Defoe.)
2. Messages from students on the topic "Rules of conduct for a man in relation to a woman."
Speaking students talk about the rules of behavior of a man in relation to a woman, show some rules for addressing a woman (greeting, farewell, concession, signs of attention, protection, etc.), explain their expediency, correctness. The rest of the students comment on the messages, rate them.
3. Explanation of the teacher.
Teacher. Girls, for a number of reasons, become the first victims of rapists, street robbers and hooligans. Therefore, the proposed recommendations concern them rather, but young men should know what dangers await their girlfriends in order to prevent or prevent a possible crime in time. So, take into account some of the following recommendations for the safe behavior of girls in the dark.
Clothing should not be defiant, bright, too frank.
Clothing should be comfortable for movement, including fast.
Shoes should be comfortable not only for dancing, but also for walking and running.
Behavior should not be defiant, cheeky.
Jewelry should be removed while walking down the street.
Too bright, rough makeup betrays a desire to attract attention.
Rough with anguish laughter, cheeky conversation attracts people of certain inclinations.
You can not get into the car with strangers or unfamiliar people.
Walking home follows crowded, illuminated streets.
Try to have your loved ones meet you or accompany you home.
Have on hand the simplest protective equipment (gas canister, hairspray, hairpins, whistle, a bag of ground pepper or tobacco, etc.).
Loose hair is easily wound around the hand.
The teacher invites the students to continue this list of recommendations.
Teacher. To avoid violence against girls, it is very important to regularly play out various situations in your mind, finding a way out of them with the least loss for yourself. At the same time, it should also always be remembered that the necessary defense is not exceeded.
I suggest you analyze several plot situations, find the right way out.
4. Case Analysis (ACS) "What will I do if...".
AKS 1.
Description of the situation.
Underage Kremova was returning late at night from the cinema. On a deserted street, drunken men stuck to her, tried to take her away in a car, covered her mouth with their hands.
Question-task: what can be done in this situation?
Continuation of the description of the situation.
Fleeing from her pursuers, unable to call for help, she smashed a shop window with her foot. An alarm went off, and the arrived employees of private security detained the criminals. In this case, property damage was caused not by the attackers, as in the case of a necessary defense, but by the owner of the store, who was not involved in the situation. In fact, Kremova intentionally damaged someone else's property (Article 149 of the Criminal Code of the Russian Federation).
Questions and tasks:
How to evaluate the actions of the girl?
Is there a crime in her actions? Is this kind of harm a crime?
What is meant by the term "emergency"?
Answer: due to the extreme necessity in the actions of the girl there is no corpus delicti.
The term "emergency" means that causing harm is the only way to prevent more serious harm. In Art. 14 of the Criminal Code of the Russian Federation states that such infliction of harm is not a crime if the impending danger cannot be eliminated in another way.
AKS2.
Description of the situation.
Drunk Gorshunov came to his friend's girlfriend Sirazet-dinova. He called her into the yard, where he began to beat her. She called for help. Neighbor Grigorovich came out to shout and demanded to stop the beating. Then Gorshunov rushed with his fists at Grigorovich. During the ensuing fight, both fell to the ground. At the same time, a knife fell out of Gorshunov's pocket, and Grigorovich, grabbing it, inflicted two blows on Gorshunov, causing one a non-penetrating wound of the abdominal cavity and a penetrating wound of the abdomen, which led to the death of Gorshunov.
Questions and tasks:
How did Grigorovich act in this situation?
Were his actions legal? Explain why you
think so.
What factors allow the victim to choose the most stringent protection measures?
Does the fact that the weapon passes from the attacker to the defender always indicate a change in the nature of the attack?
Answer: the explicit nature of the danger, unambiguous threats allow the victim to choose the most stringent measures of protection up to the deprivation of life of the attacker. At the same time, such difficult situations can be created when the weapon passes from the attacker to the defender. As noted above, this fact in itself does not yet indicate the termination of the state of necessary defense. However, taking into account the specific circumstances, the loss of weapons by the attacker may indicate a change in the nature of the attack.
In this case, Grigorovich, defending Sirazetdinova, acted in a state of necessary defense, but exceeded its limits: after the knife passed into the hands of the defender, Gorshunoye did not try to continue the attack and no longer posed a great danger.
TV . Summary of the lesson.
Teacher. Life is so arranged that very often the result of the relationship between young people, girls and boys is the creation of a family. Before you get married, you should be aware of all the features and difficulties of living together and prepare yourself for it. It is necessary to cultivate moral and physical qualities in oneself in order to create a strong and happy family. There are no such difficulties in life that cannot be overcome for the sake of a loved one, and so that these difficulties do not obscure the great feeling of love, one must be prepared for them. Healthy and happy can only be in the family.
Every young person entering an independent life should have an idea about a healthy lifestyle, proper sexual behavior, health risk factors for disordered sexual life with frequent changes of partners, sexually transmitted diseases. This will be discussed in the next lesson.
Homework: come up with a situation when a girl got into an unpleasant situation, and offer rules of conduct in a particular situation, thanks to which this can be avoided.
Lesson 5
SEXUALLY TRANSMITTED DISEASES,
MEASURES FOR THEIR PREVENTION
Target: to give an idea about the main sexually transmitted diseases (STDs), measures to prevent these diseases; to determine the causes and methods of infection with skin and venereal diseases.
During the classes
I. Organizing time.
P. Checking homework.
Pupils offer a description of the situations in which the girl was attacked or threatened with attack, the rules
Outline of the lesson on life safety on the topic:
"Personal security in the event of a terrorist attack"
Performed: Zhgunova Kristina, 4th year student, faculty of MIEN, field of study: environmental education, life safety.
Grade: 10
Lesson type: A lesson in the formation of practical skills of students.
Lesson duration time: 45 min.
The purpose of the lesson: Formation of the ability to act in the event of a terrorist act, consolidation of knowledge about safe behavior in emergency situations arising from terrorist acts.
Lesson objectives:
educational: improve the concept of "Terrorism"; develop skills to act in the event of a terrorist act; improve students' skills in providing self-help and mutual assistance;
Educational: to develop the thinking of students in the field of ensuring personal security in the event of a threat of a terrorist act.
nurturing: to bring up responsibility in students for their lives and the health of others.
Methods and methodological techniques: verbal (story, conversation), visual (presentation), practical (situational tasks, exercises).
Forms of organization of work: frontal, group.
Educational and methodological support: presentation, teaching aids for work in the lesson (rules of conduct in the event of a threat of a terrorist act), balloons; fake bomb and Kalashnikov assault rifles.
Bibliography:
Fundamentals of life safety. Grade 10: textbook. for general education institutions / A. T. Smirnov, B. O. Khrennikov; ed. A. T. Smirnova; Ros. acad. education, publishing house "Enlightenment". – 6th ed. - M .: Education, 2012. - 224 p.
The work program for the course "Fundamentals of Life Safety" is based on the program for educational institutions: Basics of Life Safety: Grades 5-11 / A.T. Smirnov, L.P. Anastasov, B.O. Khrennikov and others; Under total ed. A.T. Smirnova. M.: Enlightenment, 2011. - 112 p.
Federal Law No. 35-FZ of March 6, 2006 (as amended on July 6, 2016) “On Combating Terrorism”.
During the classes
| Lesson stages | Time (min.) | Activity |
|
| teachers | students |
||
| Introduction Greetings | For friendship, for smiles and for meetings we inherited the planet. We are bequeathed to protect this world And this amazing land. It was bequeathed to us to protect this world - So unique at dawn Since childhood, he is very dear to us and sweet, We are responsible for the future of the world. Good afternoon guys. Since childhood, we begin to dream. First - grow up faster and go to school, then enter a university, build a career, climb the career ladder, girls - get married successfully, and boys - have time to do 3 things (build a house, plant a tree, have children). | The students stand up and greet the teacher. |
|
| I suggest you to reproduce your dream on "stickers". Write it down and put it in a balloon, then we'll inflate it. | Perform Exercise number 1 "Dream" They write their dream on stickers, roll it up and put it in a balloon. |
||
| II. Anchoring Goal setting. | We dream, but sometimes dreams cannot become a reality (an explosion of a balloon with students' dreams from a knitting needle), in an instant they can be cut off by words that are terrible for us: explosion, seizure, violence, hostages, death ... Slide number 1 | Read on slide number 1 information about the tragedy in Beslan. |
|
| In the previous lessons, we discussed with you what a terrorist act and terrorism are. We watched video clips that showed all the cruelty and inhumanity of terrorists, considered examples of major terrorist acts in the world and the rules of safe behavior in the event of a threat of a terrorist act. And what can we do if the threat happens in reality, not in words, but in deeds? | Only the right actions in the face of the threat of a terrorist act can save our lives. |
||
| Today we will conduct a practical lesson on the topic: "Personal security in the event of a threat of a terrorist act." Slide #2 Lesson objectives: | Determine the purpose and objectives of the lesson. |
||
| Today you should acquire knowledge: about the rules of conduct in case of a threat of a terrorist act at school (an unfamiliar object without supervision, a suspicious stranger, hostage-taking, the requirements of terrorists, the rules of conduct when freeing hostages) Each of you must study and remember: the algorithm of behavior in case of a threat of a terrorist act; Must learn to: analyze situations. Slide number 3 The threat of a terrorist act has turned from theory into a harsh reality. Anyone at any time can be the victim of a terrorist attack. | On slide number 3, they look and perceive what tasks they have to perform. |
||
| I will ask you to work in pairs. Each couple has an envelope on the table. Open it and work through the task that is there. It is necessary to consider an example of a possible terrorist act and write 3-5 words - associations that you had while reading the text. (Examples: indoor bomb; street shootout; bus suicide bomber; hostage-taking.) - You have 2 minutes for this job. And now, speaker from each pair, let us know what words you wrote. As we can see, you have similar concepts, “Terrorism” evokes very similar thoughts and phrases in you. | Perform Exercise number 2 "Words - associations" They write their words - associations in a notebook for a given situation. (for example: explosion, pain, tragedy, tears, fear, etc.) |
||
| So what are the thoughts of all people in the world who are faced with this concept of "terrorism". Let's remember, what is terrorism? | They answer the question. "Terrorism is the ideology of violence and the practice of influencing decision-making by public authorities, local governments or international organizations associated with intimidation of the population and (or) other forms of illegal violent actions" |
||
| Solution of situational problems | I suggest that you consider terrorist acts on the example of the analysis of situations and situational tasks. Slide #4 Now I will ask you guys to divide into 3 groups. With the help of handouts, each group is asked to complete the task. Solve problems and simulate the proposed life situation (see Appendix 1). You have 15 minutes for this job. You have already familiarized yourself with situational tasks, reviewed them in your groups, and now, I would like to ask you to demonstrate in practice how you will act in the event of a particular threat of a terrorist act. Please, the first group will present their analysis of the situation. The second group ... (analysis of the situation) The third group ... (analysis of the situation) | Perform Exercise #3 "Situational tasks" Students are divided into groups, choose a situational task, read, assign roles; creatively and proactively model situations using mock bombs and Kalashnikovs. They analyze what actions, in what order, should be taken in the situation that has happened. Summarize with the teacher. |
|
| III. Checking the progress of work | The main thing - in case of any terrorist attack (seizure at a school, plane, bus or train, during a shootout or threats on the phone - follow the rules of personal safety). Thanks to practice, we have learned how to act correctly in the event of a threat of a terrorist act.” Now I will give you practice sheets. These sheets give a task in the form of a table: an algorithm of actions in a situation, mark the correct and incorrect actions when taking hostages, and mark the correct (R) and incorrect (IR) statements about the behavior of citizens during shooting, riots and armed clashes (see. App 2). 7 minutes to complete. And now let's check the execution of tasks. The algorithm of actions in the situation, I think, was written correctly, since we played out this situation. And to check your judgments, sign each of your completed work. I will ask you to exchange leaves with your neighbor on the desk. Now I will dictate the correct answers to you, and you will check the work and rate it. Criteria for evaluating work: 23 - 26 correct answers - score "5" 18 - 22 - score "4" 12 - 17 - score "3" 0 - 11 - score "2" At the end of the lesson, we turn in the work for grading. | Students perform exercise number 4 "Right wrong" Mark the correct and incorrect judgments in the table on the sheets (handout). Discuss the answers, evaluate their neighbor on the desk. Giving ratings. |
|
| Lesson summary Reflection IV . Homework | Summarize. Each child is a smile, a laugh, a drop of morning dew. On the table, each of you has a “droplet”, which I associate with a tear, a tear of a child who saw all the cruelty of terrorism (see Appendix 3). Let's make sure that these droplets merge together, and there are no tears and unfortunate situations on the planet! Write on the "droplets" the phrase - a wish, against terrorism on Earth. We got such a wonderful sun. And let it shine in memory of the children who died during the terrorist act... About those whose lives were cut short before they could begin! And I want to dry all the tears on the planet with the help of the bright sun ... | Summing up the lesson. Perform Exercise number 5 "Droplet" Each student writes on his drop a phrase or individual words that he would direct against terror. (for example: world peace, joy, peaceful sky above your head, smile, laughter.) |
|
| I want love in every home I want happiness in every home, I want every house to be warm I wish you health, fulfillment of your dreams and safety! I hope that the rules, recommendations and actions studied and applied in practice will help all of us maintain personal safety in a situation of a terrorist act. | |||
| Now let's do our homework. Homework: paragraph 23 on page 124 complete the assignment. Formulate the rules of personal behavior in such situations and draw up a personal safety memo. | Write homework in your diary. |
||
| Grading the work and doing the exercises in the lesson. Thank you for the lesson. Well done! | Giving ratings. |
||
Attachment 1
Situational tasks using elements of a role-playing game
(with answers)
Episode one.
A stranger is seen at the school behaving suspiciously. He has in his hands a voluminous package, in which the box is guessed.
A task: what should a student do if he notices such a person?
The following participants in the game are appointed - “terrorist”, “duty teacher”, “guard”, 3-4 “pupils”.
Episode execution: The “terrorist”, who is given a large package with a box, starts moving around the classroom, trying to hide the package somewhere. The "students" are watching the "terrorist" without drawing his attention, and are obliged to quickly report this person to the "duty teacher" or "guard". The “duty teacher” must report this to the “guard” and call the police. The "guard" must detain the "terrorist" and hold him until the police arrive.
Episode two.
Students find a suspicious box on the school grounds with a wire sticking out that looks like an antenna.
A task: What should students do when they discover such an object?
The following participants in the game are appointed - “duty teacher”, “guard”, 3-4 “pupils”.
Episode execution: Students who find the box are required to report this to the “duty teacher” or “guard”. At the same time, they are strictly forbidden to open the box, pull out the antenna, change the position of the box - tilt it, lift it, generally touch it, use a mobile phone near the box. After finding the box, students should remember the place where it is and quickly move away from it.
The “guard”, having received a message from the students, is obliged to “report” this by telephone to the director of the school and act on his instructions.
The "duty teacher", in addition to the "call" to the director, is obliged to report this to the police, to announce the evacuation of the school building.
Episode three.
A task
Episode execution:
"Terrorists" must threaten the hostages with execution, say that if they try to contact the outside world in any way or violate (not comply with) the requirements of the "terrorists", they will be tied up or handcuffed, deprived of food, water and sleep, and etc. The “hostages” should sit quietly with their heads bowed, despite the “terrorists”, show restraint, in no case protest or cry, not even show signs of panic.
Episode four .
Students are captured by terrorists.
A task: to work out the skills of correct behavior when taken as hostages.
The following participants in the game are appointed - 2-3 "terrorists", 2-3 special forces, 5-6 "hostages".
Episode execution:
The “terrorists” may offer moldy bread, uncooked vegetables, tap water, and other food not familiar to the “hostages” as food. They can be given food and not given utensils and utensils, or they can be given utensils and utensils in limited quantities so that there is not enough for all the spoons, forks, utensils. The hostages must take and eat all the food, because. they simply won't have any other food. Refusal of food can anger the "terrorists", and they can either deprive the hostages of food and water altogether, or take some kind of punitive measures.
Episode five .
Students are captured by terrorists.
A task: to work out the skills of correct behavior when taken as hostages.
The following participants in the game are appointed - 2-3 "terrorists", 2-3 special forces, 5-6 "hostages".
Episode execution:
In this situation, "special forces" imitate an assault, and "terrorists" - retaliatory actions. For greater reliability, you can use dummies and weight-size models of small arms, sound effects - the sounds of shots and grenade explosions, recorded in advance, created using the simplest sound imitating devices.
During the assault, the “hostages” must close their eyes, lie face down on the floor, cover their heads with their hands, and before that, protect their respiratory organs with protective bandages made from improvised materials - from scarves, scarves, both head and nose, clothing items.
Appendix 2
Suggest an algorithm of your actions in the following situation
Exercise. You are a teacher. During the lesson, three masked men with guns enter the classroom. They announce that you are hostages. Your actions as a teacher in this situation.
| What needs to be done? | What actions are undesirable? |
Mark the correct (R) and incorrect (IR) actions when taking hostages.
| Action | ||
| Pay no attention to the terrorists. | ||
| Phone your friends. | ||
| Give the terrorists the things they demand. | ||
| Do not obey the demands of the invaders. | ||
| Look around, mark places of possible shelter. | ||
| Don't look terrorists in the eye. | ||
| Move freely around the room (salon). | ||
| Do not make unnecessary movements if injured. | ||
| When storming a room (salon), lie down on the floor, covering the back of your head with your hands. | ||
| Remove jewelry. | ||
| After release, move away from the building (or vehicle) |
Mark correct (P) and incorrect (NP) statements (recommendations) about the behavior of citizens during shooting, riots and armed clashes.
| Turn off the lights, move around the apartment crouching. Going to the side of the window, draw the curtains with a stick or mop. | ||
| Go out into the street in large groups, warn your neighbors. | ||
| Go outside only after restoring order. | ||
| If you find yourself outside during a firefight, immediately lie down on the ground or hide behind the nearest cover. | ||
| Do not indulge the military's illegal demands for camouflage, curfews. | ||
| Carry your valuables with you so they don't get lost in a fire. | ||
| Stay vigilant, rest often and look around. | ||
| When you leave home, leave information for your family so they can find you. | ||
| Follow all instructions of armed people. | ||
| Do not show your fear, shout, demand investigation and punishment of the military, who have committed rudeness and tactlessness towards you or other people. | ||
| Do not provoke the military to use weapons and harm you. | ||
| Try to stay inconspicuous so that they pay attention to you while you are contemplating an escape plan. | ||
| Use convenient moments to collect weapons and ammunition in case of sale or exchange for products. | ||
| In order not to suffer from shots, leave the dangerous area, choose a place to hide. Leave the city or danger zone. |
Annex 3
Each student on the "droplet" (handout) writes phrases or words that are associated with life without terrorism on Earth.
Droplets with words must be fastened with glue in the form of a sun.
Note. When performing this exercise, students form an association not only with the sun, but also with a flower (for example, chamomile - a symbol of the FAMILY), so these two associations can be combined.
