PROJECT
landscaping and improvement of school grounds
My small homeland
Over the past few years, our country has developed activities to create and implement all kinds of social projects. This is done not only by government agencies, but also by public organizations and individuals.
One of these projects is the improvement of the school grounds “My Small Motherland”, created in our school by the students themselves and their teachers. A creative approach to an idea is the most important aspect in such a project, therefore, when creating it, students and teachers showed all their creativity, imagination and originality of thinking. Work on such a project affected not only the school building itself, but also the surrounding area (sports ground, school yard, paths, school flower beds). In the process of working on the project, we realized that landscaping the school grounds is necessary both to create an attractive appearance and to maintain the reputation of the educational institution.
The main goal of the improvement project for our school grounds is to divide the site into certain zones and create certain boundaries. Visually this became noticeable because we gave them shape using design solutions. For example, we divided the school annex and the training and experimental site using a path made of curbs and gravel.
Now there are many benches in the schoolyard, and its territory is decorated with beautiful flower beds. And in one of the zones there is an ecological trail with many types of medicinal plants.
The sports ground is an important part of the school grounds where students spend a lot of time. Therefore, the compact placement of all objects on it (running tracks, volleyball or basketball courts, wall bars) is a very important and necessary element in landscaping. In the plans for the implementation of this project, we will have to improve the sports ground and create play areas on the school grounds, which will be a place of recreation and entertainment. In such areas it is planned to install gazebos, slides, and labyrinths.
Professionally completed work on the implementation of this project will lead to the school becoming a modern and attractive educational institution. Caring for the school grounds requires constant attention and accuracy, so the school staff will make every effort to preserve all the beauty that they themselves have created.
Selection and justification of the project topic
The territory of our school is vast and diverse. In addition to the school building, there is a school gas boiler building, a warehouse, and a water pump. There is a school site adjacent to the school. In the Tulip kindergarten, there is a school canteen at the end. Therefore, zoning of the territory and delimitation of zones, improvement of these zones becomes especially relevant. The front part of the school faces the site.
The landscaping and landscaping campaign traditionally takes place at the school every year in four stages. Students from grades 1-9 participate in it.
First stage – February-March:
*students develop projects for improving the school grounds,
landscaping and rational use of the school site;
*protection of student projects is carried out.
Second stage – April–May:
*preparation of planting material – vegetable and flower seeds;
*growing seedlings;
*preparation of equipment;
*spring tillage;
*improvement work on the school grounds and the area adjacent to it,
fence repair; shrub pruning;
*spring planting (implementation of projects);
*laying experiments.
Third stage – June–August:
*care of plantings in the school grounds: watering, weeding;
*experimental work;
*systematic harvesting and its sale.
Fourth stage – September-October:
*harvesting and sales; seed collection;
*autumn tillage;
*autumn planting of bulbous plants;
*summarizing the results of experimental work, preparing reports;
*Harvest festival, exhibition of gifts of nature, flowers, crafts made from natural materials
rial; Winner's reward ceremony.
Project goals and objectives:
creating an aesthetically and environmentally attractive space near the school;
the most rational use of school territory in the educational process and economic activities of the school;
improving the environmental situation at the school and in the surrounding area through green spaces and flowers;
fostering hard work, love for one’s school, and respect for nature;
development of research activities of schoolchildren;
development of students' creative abilities;
formation of healthy lifestyle skills.
Every year the school is prepared for the new school year. In the summer of 2010, partial landscaping of the school's courtyard was completed, a gazebo and partly a playground were built.
In 2010 – 11 academic years. It is planned to allocate several zones this year:
1st zone– gaming
* aesthetic design of the school yard.
* playground for schoolchildren to play volleyball and basketball.
2nd zone – flower corner(school yard);
3rd zone– green zone (end of the school near the “Tulip” kindergarten);
4th zone – educational and experienced(school site).
Sketch No. 1 Playroom “Greening and landscaping of the area”
This site is located at the main entrance to the school. Along the perimeter of the site, old trees and shrubs were discarded and cut down.
In 2010, it is planned here:
1. Arrangement of the play area: sports ground and playground.
(Installation of basketball backboards, football goals, volleyball net posts, painting of the fence separating the playing area from the training and experimental area.)
2.Construction of small forms: gazebos, alpine slides. 3. Planting shrubs and trees along the school perimeter along the fence (replacing rejected ones).
Expected results:
1.Improving the environmental situation at the school and in the surrounding areas.
2. It will be possible to conduct physical education lessons on your own sports ground.
3. Conditions will be created for students to play and relax.
To implement this part of the project, planting material will be required:
trees: maples (ash, linden) – 10 pieces;
ornamental shrubs: Japanese or stone-leaved spirea, mock orange, snowberry (rose hips) – 50 pcs.
Design solution for the design of a gazebo.
The gazebo is a romantic place to relax on the site. The atmosphere reigning in it can be transformed in surprising ways. It's fun and noisy here with friends. In solitude, with a book, it’s quiet and calm. The gazebo is one of the most popular buildings on the site. It’s nice to hide in it from the sun on a hot day, hide from the rain, and enjoy the special, lyrical mood of nature. A gazebo is a place for children to play. And on our school site there is a place where you can install a gazebo. So several solutions were proposed, and we chose the most optimal, inexpensive project. “Green” gazebo woven from willow trunks. A beautiful panorama will open from the gazebo, and it will look advantageous and attract attention.
The gazebo becomes the main decorative and most functional element on the site.
Painting the fence.
Sketch No. 2 Flower corner “Improvement of the area”
The yard part of the school grounds has an area of more than 100 sq.m. To create coziness and improve the environmental situation at the school, areas with annual and perennial bright flowers will be arranged along the perimeter of the rear part of the building.
Expected results:
1. The sanitary and hygienic situation at the school and in the surrounding area will improve. The aesthetic appearance of the school yard will improve.
2. It will be possible to conduct classes on the study of fauna and flora during biology lessons.
To complete this part of the project you will need planting and seed material:
pansies (viola) - 4 bags;
hosta - 1 package;
aster (low-growing varieties “Malyshka”, “Dwarf Royal”) – 5 packets;
marigolds (low-growing double and non-double varieties) – 5 packets;
Chinese cloves, Turkish cloves – 2 packets;
calendula (low-growing varieties) – 4 packets;
nasturtium – 5 packets;
primrose (primrose) – 2 packets.
Sketch No. 3 “Landscaping and improvement of the green zone”
The green area at the end of the school is a place for children to relax and play not only from our school, but also from nearby streets. The poplars near the school on the side of the “Tulpan” kindergarten were planted many years ago, have lost their aesthetic appearance, have lost their attractiveness, they shade the school windows, as a result of which the light regime in the classrooms is disrupted. Therefore, we cut down some of them, and in their place in the spring and autumn of 2010-11 we plan to plant ornamental shrubs. A view of the school building will open up and the sanitary and hygienic conditions in the classrooms will improve.
Expected results of the project:
1.Creating the most favorable sanitary and hygienic conditions for children’s learning, games and recreation.
2.Improving the aesthetic appearance of the school grounds.
3.Use of bushes and trees of the green zone as visual material for studying the flora of the native land.
4. Elimination of a source of increased danger to the life and health of students.
To implement the project you need:
decorative trees:
lindens, maples - 15 pieces;
conifers (pine, larch) – 5 pieces;
ornamental shrubs:
snowberry - 20 pieces;
spirea – 20 pieces;
rose hips – 10 pieces;
mock orange - 5 pieces.
Sketch No. 4 “Greening and improvement of the school area”
The school educational and experimental site is the material base for teaching biology. It makes it possible to establish a connection between theory and practice and is intended for conducting theoretical and practical classes, organizing socially useful and productive work, experimental work, environmental work, and environmental education of students.
The school's educational and experimental site, with an area of 19 acres, is an open ground area divided into eight sectors. Each sector corresponds to a specific department: field, collection, flower and decorative, fruit and berry, vegetable, systematic, arboretum and elementary school department.
We plan to plant additional fruit trees and shrubs, create new flower beds and flower beds.
In 2010-11 it is planned:
1. Fence repair.
2. Development of abandoned and previously unused lands.
3. Redevelopment of the site.
4.Creation of a small production department for growing vegetables for the school canteen.
5. Planting additional trees and shrubs in the dendrological department, fruit trees and berry bushes.
6. Layout of flower beds, flower garden-pharmacy.
Expected results:
1. It will be possible to use large areas to organize departments of the school site.
2. The most rational use of site space.
3. The environmental situation and sanitary and hygienic condition of the school area will improve.
4. It will be possible to use flora as visual material in educational and extracurricular activities.
5.Flower beds and ornamental shrubs will delight the eye from early spring to late autumn.
6. Protecting the health and lives of students.
To complete this part of the project you will need:
for a flower garden-pharmacy: rose hips – 10 pcs.
bergenia – 1 pack.
elecampane -1 pack.
young – 5 sockets
hyssop -2 pack.
yarrow-1 pack.
for super flower beds, mixborders:
Japanese quince – 5 pcs.
Phlox paniculata - 2 packs.
rudbeckia – 2 packs.
aquilegia – 2 packs.
astilbe - 1 pack.
Canadian goldenrod – 1 pack.
purchased – 2 packs.
garden chamomile – 2 packs.
young – 5 sockets
nasturtium – 2 packs.
calendula – 7 packs.
balsam – 2 packs.
fragrant tobacco – 2 packs.
matthiol – 5 packs.
alyssum – 3 packs.
daisies – 3 packs.
morning glory - 4 packs.
decorative sunflower – 2 packs.
dendrological department:
larch – 5 pcs.
Relevance of the topic
The priority of moral education is today recognized by our civil society.
Everything in a school should be imbued with the desire for beauty, therefore, currently, much attention is paid to the improvement of cities and villages, and areas adjacent to educational institutions. We need to learn to feel, understand, appreciate and, most importantly, create beauty. Everything must be done to make the school premises and its territory attractive, somewhat magical.
The improvement and landscaping of the school site plays an important sanitary, hygienic and educational role.
The implementation of this project helped solve an important problem: the lack of a single, compositionally structured, aesthetically designed space in the school area.
School is a cultural center. The child spends half of his day at school. Naturally, for his further personal development, it is important what surrounds him. Seeing beautiful, always blooming flower beds every day, the child will not only receive positive emotions, but also learn to protect beauty and create it with his own hands.
In addition to the aesthetic function, the practical function is very important. A modern school is focused on ensuring that the child receives not only theoretical knowledge, but also direct practical skills. Therefore, what the student learns during design and implementation will be useful to him in the future.
The peculiarity of the location of our educational institution is that it is located in the center of the village. Therefore, the condition of the school territory is always in the field of view of fellow villagers. This imposes on the team a great responsibility to instill in students, their parents and village residents a caring attitude towards the wealth of the region, aesthetic taste and the ability to appreciate beauty. The Laptevskaya NOSH MOU has developed a system of moral education for students, an important part of which is instilling in students a love of nature and work. The system allows you to successfully solve the problems of teaching schoolchildren various labor skills and abilities, enriching them with new knowledge about plants and the technology of their cultivation.
The improvement and gardening campaign traditionally takes place at the school every year in four stages from February to October. It involves teachers and students in grades 1-4.
First stage – February-March:
* development of projects for improvement of the school territory, landscaping and rational use of the school site;
Second stage – April – May:
*preparation of planting material – flower seeds;
*growing seedlings;
*preparation of equipment;
*spring tillage;
*improvement work on the school grounds and the area adjacent to it, fence repairs; shrub pruning;
*spring planting (implementation of projects);
Third stage – June – August:
*care of plantings in the school grounds: watering, weeding;
Fourth stage – September-October:
* seed collection;
*autumn tillage;
*autumn planting of bulbous plants;
*summarizing work results, preparing reports;
Problem
Poor motivation among schoolchildren to develop moral and work qualities of the individual.
Labor, collective and creative activity is one of the real ways to form these qualities.
Hypothesis
In the process of working on the project, there will be an integration of educational and work activities, which, in our opinion, will increase motivation for learning and, as a result, improve the quality of learning for students. Awareness by project participants of responsibility for a common cause will improve the moral and psychological climate in the educational institution.
Object of study- ecology of the village of Laptevka.
Subject of study– environmental situation around the municipal educational institution “Laptevskaya primary secondary school”
Objective of the project - creating an aesthetically and environmentally attractive space near the school, improving the environmental situation in the area adjacent to the school through green spaces and flowers in order to foster hard work, love for one’s school, respect for nature, development of students’ creative abilities, formation of healthy lifestyle skills and implementation of the principle of practice-oriented learning.
Tasks:
Combining the efforts of teachers, students, parents, the general public, aimed at improving the aesthetic design and landscaping of the school territory, creating a unified spiritual environment, thanks to participation in a common cause, common interests and desires.
landscape ecological design of the environment of your village using the example of a school site
delimitation of zones of the school territory in order to create the most favorable environmental conditions and improve the sanitary and hygienic regime on the school territory.
creating conditions for recreation for school students, as well as everyone living in the village.
the most widespread use of school grounds in the educational process and extracurricular activities.
Project type
Practice-oriented, research, informational, interdisciplinary.
Project Manager:
Head of the school – Pisarenko Irina Vladimirovna
Project participants:
Plan
Implementation of the project “Greening of the school site”
Term | Responsible | Result |
|
Approval of the topic of project activity | September | Pisarenko I. V. | Lecture “Project activity”, methodological developments |
Organization of a creative group of teachers working on the topic of the project. | September | September | |
Defining project goals and objectives | September | Pisarenko I. V. Toporina L. A. | |
Analysis of the school site territory | September | Kuleshova S. I. Toporina L. A. | Report |
Drawing up a site design sketch. | September October | Pisarenko I. V. | Landscape design sketch |
Purchasing garden tools | September | Pisarenko I. V. | Inventory |
Work on creating a flower bed | September October | Kuleshova S. I. Toporina L. A. | Flowerbed |
Carrying out a cleanup day | September | 1-4 grades | Planting seedlings |
PLAN
events of MOU "Laptevskaya NOSH"
for holding an autumn two-month improvement event
from September to October months 2012
pp | Events | Deadlines | Responsible |
Environmental cleanup in designated areas to clean up the school grounds and surrounding areas | Within two months | Cl. managers |
|
Planting seedlings of trees, shrubs and fruit and berries, renovation of plantings from previous years | Within two months | Cl. managers |
|
Conducting class hours “Ecology and us” in grades 3–4. | September | Cl. managers |
|
Drawing competition “In Defense of Nature” (grades 1-4) | Primary school teachers |
||
Conversations in primary classes “The Earth is our home” (grades 1–4). | September | Cl. managers |
|
Organizing a book exhibition on an environmental theme | September | Toporina L. A. |
|
Class reports on the work done with the presentation | October | Class teachers |
To implement the project, it was necessary to create “green construction objects”: a complex of flower beds, borders, paths that bring aesthetic pleasure and joy to all participants in the school-wide project and local residents.
In 2012, landscaping of the school's courtyard was completed. Several design objects are highlighted:
1st object – Rock garden (central entrance):
*filling the hill with soil, laying boulders
*laying a path to the rock garden
2nd object – Complex of flower beds;
3rd object - Central alley of ornamental shrubs and rowan alley.
Among the many design options, one of the most magnificent means of landscape design was chosen - the creation of an alpine slide. The construction of an alpine garden implied the creation of a plant composition, the main role in which was given to plants and stones reminiscent of the high alpine climate zone. This decision gave our garden a special mood and charm.
Next year it is planned to enrich the territory of the hill. It will smoothly transition into the adjacent pond with artificial flowers. Such an arrangement of an alpine slide will be a very good way to connect it into a single whole with other elements of the territory. A flower lawn is also a very good background for an alpine slide. When laying out the lawn, our teachers selected the plants so that their height, flowering time, color of flowers, leaves and picturesqueness would harmoniously combine with the rest of the plants growing on our site. It attracts with its many colors in spring, summer and autumn. Nearby they are successfully combined: daffodils, tulips, irises, peonies, Turkish carnations of different colors and shades, chamomile, viola, asters, nasturtium, etc. A path of flowers seems to be running towards the hill. In spring these are daffodils, and from mid-summer until the end of autumn they are marigolds.
The construction of an alpine slide has become a creative process, which in its significance is comparable to the work of a sculptor and artist, and therefore requires knowledge and experience. Our teachers are constantly improving and finding new solutions.
The school rock garden is a very popular place. Adults and children come here to admire, dream, relax, take a break from the worries of the day...
Flowers are an ideal and versatile tool in landscape design. They gave our school yard a unique charm. Flower beds have become decorative elements of the school grounds and serve as wonderful decorations for it.
In winter, we calculate the number and type of plants that are needed for planting, grow seedlings and plant them according to the design and color scheme. We design flower beds in such a way as to ensure extraordinary splendor and long-lasting flowering of our garden. Every year, flower beds have different sizes, shapes, compositional solutions, and combinations of ornamental plants. Their characteristics are taken into account - the height and diameter of the bush, flowering time, compatibility with other species, environmental parameters (tolerance of light and shadow) and many other aspects. Beauty is fleeting; most flower beds look completely different after a month. However, our plantings are well planned and attractive throughout the year and are truly works of art. We admire salvias, annual and perennial phlox, ageratum, petunia, marigolds, zinnia, and annual dahlias of various colors.
The next object of landscape design we want to make is a recreation area for children located next to the school building. This is an area overgrown with grass and nothing pleasing to the eye. We want to make this corner our next attraction.
In order to create a holistic aesthetic picture of the school grounds and the soul-stirring memories of the road leading to the school threshold, we wanted to improve the design of the central alley. Diversify the species composition of flower beds.
| |
Municipal educational institution
Municipal educational institution "Laptevskaya primary secondary school"
Landscape gardening and design
Completed:
4th grade student
Golodnev Daniil
Supervisor:
Pisarenko I. V.,
Primary teacher
Classes
Improvement of the school grounds is an important and multi-stage project that cannot be successfully implemented without knowing how the educational institution and its individual elements function. By carefully thinking through the details, you can turn an ordinary school site not only into a place where children love to relax and play, but also transform it into an excellent learning and development space.
Of course, the improvement of the school grounds can be entrusted to professionals. But not every school has the funds for this. Therefore, we suggest you try to do it on your own. For example, you can offer the role of designers to the students themselves and their teachers. Surely, among them there are quite a few creative individuals who are ready to contribute to the improvement of the school yard. Announce a school-wide competition for the best design project. Identify the winner, whose work will form the basis for the improvement of the school grounds.
Preparing to create a project to improve the school grounds
Do not undertake any work without a completed, carefully thought out design project in hand. Chaotic landscaping or decorative work can do more harm than good.
In addition, we advise you not to carry out landscaping and landscaping of the school grounds and not even create a design project without conducting special research:
- firstly, it is necessary to identify the type and composition of the soil;
- secondly, draw up a situational plan;
- thirdly, determine functional areas (they must correspond to the traditions and characteristics of your educational institution).
Situational plan– a document that graphically displays how certain objects are located on the territory, identifying their compositional and functional connections with other objects.
Functional areas– zones with certain boundaries and a certain functional significance, according to territorial planning documents.
Implementation of the “Cozy Childhood Corner” project to improve the school grounds
Possible types of functional zones for school grounds
Most educational institutions divide their territory into front (central), sports, play and utility zones. But there can be significantly more of them, depending on the school’s capabilities: financial and territorial.
So, for example, in your project for improving a school site, you can include the following zones:
- sports (accommodating a football field, volleyball and basketball courts, a sports town with horizontal bars);
- game room (intended for primary school students, for children's games and dynamic hours);
- ground floor (the central area in front of the entrance - the business card and face of the educational institution);
- solemn (intended for holding school-wide functions and special events);
- transport (an area where children can be introduced to the rules of the road using visual examples, and where they can ride bicycles or roller skates);
- creative (for conducting creative master classes and lessons in fine arts);
- gardening (for conducting research work, experiments, experiments and observations, within the framework of some topics in natural history and biology lessons);
- household (intended for storing school equipment);
- green (recreation zone), etc.
Also think about what elements of landscape design you will use to separate your functional areas. Usually for these purposes the following are used: hedges, flower beds, decorative paths made of a variety of materials, alleys.
School landscaping project
An important point in the school grounds improvement project is its landscaping.
The purposes of landscaping a school site, in addition to decorative ones, may be the following:
- landscaping the school grounds to create comfortable conditions (protection from wind, sunlight and prying eyes);
- ecological landscaping of the school (allows you to support the population of birds and small animals by planting plant species characteristic of your area and familiar to them on school grounds);
- landscaping the school grounds for the purpose of growing fruit crops with subsequent harvesting (you can set up an apple orchard and feed children compotes from your own fruits in the fall).
Along the perimeter of the school area, you can plan to create a hedge in the form of trees and shrubs. This design solution will help protect teachers and school students from noise and dust, and will help create special microclimatic conditions on the school grounds.
If your schoolyard does not have gazebos or verandas, and you do not plan to build them, consider planting large trees and shrubs that can soften the effects of sunlight and create natural shade.
Large trees and shrubs should also be used to protect the playground from ultraviolet rays and hot sun, especially if sports or play equipment is installed on it.
It is recommended to add green spaces that create shade for players and spectators in areas of basketball and volleyball courts, and a tennis court, if they exist. Plant trees, taking into account the size of their root system, approximately 10 meters from the sites.
Plant trees with a dense crown along the perimeter of the football field. But it is not recommended to use bushes with dense foliage, so as not to create convenient corners for hiding ill-intentioned persons.
Open free areas must be sown with lawn, paved or laid with a special covering. Don't forget that lawn grass needs sun to grow healthy. If this condition cannot be met, opt for a special coating (for example, based on crumb rubber).
Particular attention should be paid to the main entrance to the school. This will be the perfect place for colorful flower beds, elegant flower beds and decorative groups of plants.
Nuances of the school grounds landscaping project
Before approving a project to improve the school grounds, pay attention to the following points that are important to consider:
- Children walking in the school yard should be clearly visible from the school porch and other areas from which they are expected to be supervised.
- Trees and shrubs planted in the immediate vicinity of a school building or verandas can threaten the safety of children and also serve as a hiding place for vandals. It is better to plant risk areas with ground cover plants. Make sure that green spaces do not obscure security lighting.
- Flowers and lawn grass need sunlight; they should not be planted in areas of constant shading. In addition, when planning landscaping and landscaping of the school grounds, consider the water supply to areas with vegetation. Preference should be given to an automatic irrigation system.
- Avoid planting large trees near the school building; they may block daylight from entering the classrooms.
- The greatest harmony can be achieved by planting shrubs and ground cover plants of the same species.
- Mulching flower beds and decorative groups will make it easier to care for school plantings, significantly reducing the growth of weeds.
- Consider the width of your lawn mower when planting trees and shrubs. Plants, fences, paved paths and buildings should not interfere with its progress.
- Choose for planting plants that are most suitable for your climate, winter-hardy, hardy and easy to care for.
- Large trees must be planted at a sufficiently large distance from each other.
- Consider who will provide regular care for the plants, provide them with timely feeding, watering, and pruning.
Improvement of the school grounds
What plants can and cannot be planted on school grounds?
Do not plant plants that have poisonous parts in school areas. Remember that there are plants that may contain poison in their bark, leaves, seeds or fruits. Also exclude from the planting list plants that are obvious allergens.
It is best to plant some of the following trees along the perimeter of the educational institution:
- Norway maple,
- common aspen,
- birch,
- linden,
- ash.
The trees listed above can also be included in the decorative group of plants, but the following are especially good for these purposes:
- bird cherry,
- white willow,
- willow,
- red and chokeberry rowan,
- chestnut.
Coniferous plants are one of the most common options for landscaping areas around public buildings. And this is no coincidence. Not only do they stay green all year round, but they also have antimicrobial properties. Consider the possibility of placing Norway spruce or prickly spruce trees, or maybe Siberian larch, in the areas of your educational institution that are most suitable for them.
The creeping variety of juniper is good because it can serve as an edging for taller plants, but it will look great on its own.
It is difficult to imagine landscaping a school site without the use of shrubs:
- lilac,
- rose hip,
- viburnum,
- honeysuckle,
- cotoneaster,
- spirea,
- forsythia,
- mock orange,
- derain,
- vesicular carp.
Well, and, of course, a school garden landscaping project cannot fail to include all kinds of flower beds. Considering the geometric nature of most school sites, it is better to decorate the territory with borders, flower beds, alpine slides and ridges.
Based on our experience in landscaping schools, we recommend using annual flowers:
- asters
- petunias,
- marigold,
- calendula,
- balsams,
- zinnias,
- salvia,
- cosmos,
- coleus,
- cineraria.
If you decide to plant perennial flowering plants, use:
- dahlias,
- phlox,
- daffodils,
- tulips,
- lupins,
- daylilies,
- peonies.
School area lighting
Thanks to thoughtful landscape lighting, any school site can be turned into an eye-catching area. In addition, a well-lit area is the key to the safety of schoolchildren, their teachers and parents. The presence of light is especially valuable in winter, when it starts to get dark very early.
Highlight areas that need functional lighting and areas for decorative lighting. Without functional lighting, it is impossible to leave the area around the perimeter of the school, paths, sports and playgrounds.
Decorative lighting is a luxury for budget institutions, but if you still find the funds, illuminate the most decorative places: small architectural forms, plants with an interesting texture, some parts of the building (for example, the main entrance).
Do not trust installation work on school area lighting to unverified persons. This work requires compliance with special rules and regulations, so it is better to invite professionals to carry it out.
Walk on school grounds
School grounds landscaping and improvement project
Chupakhina Yulia 11th grade.
Yudin Anton – 10th grade.
Supervisor:
Medvedeva Yulia Viktorovna
Kurasovka 2013
Content
…A beautiful landscape has such a huge educational influence on the development of a young soul that it is difficult to compete with the influence of a teacher.
K. D. Ushinsky
Introduction
School for us is not only a place where we acquire knowledge, but also a place where we learn to communicate, experience the sorrows and joys of the most beautiful period in a person’s life - childhood. We learn best friends, first love, first successes and victories here, within the walls of our own school, during lessons and breaks.
The schoolyard is the face of the educational institution and a huge space for creating creative projects. How well-groomed and beautiful the school yard will be depends on us. If the school has a lot of green spaces and flowering plants, then this contributes to environmental education.
Properly selected trees, shrubs, and flowers, which are placed in good taste, create a psychologically favorable environment, have a positive effect on people’s moods, and give the yard a unique flavor. At the same time, this is a way to simply and affordably create your own unique environment.
Having examined the school grounds, we noticed that our school yard does not look the way we would like it to be: it is overgrown with bushes, there is no stylistic unity in the design of the flower beds. A survey of students and school staff showed that it is necessary to carry out a number of activities in order to create a corner with new beautiful flower beds, an alpine slide, paths, and a fountain.
The solution to this problem became possible with the implementation of the “Blossoming Yard” social project.
Target:
Changing the “landscape design” on the school grounds and improving the environmental situation by landscaping the area.
To achieve the goal, we set the following
tasks:
1. To develop a sense of civic responsibility in solving current problems of the local community.
2. Introduce students to basic landscaping skills and concepts.
3. Master the skills of communication culture and teamwork.
4. Promote the development of independent practical activities.
5. To unite the efforts of students, teachers, parents, and the public aimed at improving the aesthetic design and landscaping of the school grounds
6. To instill in students a caring attitude towards the riches of their native land, to develop their skills in rational use of natural resources
Expected results:
Improvement and landscaping of school grounds;
Increasing the level of interest in the protection and conservation of the natural environment;
Expanding the species diversity of plants in the school area;
Improving the environmental culture of students;
Improving the mental and physical health of students;
Reducing the number of children at risk.
- cooperation between students, teachers and parents aimed at improving and greening the school grounds
Work plan for project implementation
| Project implementation stages | Contents of the activity | Intermediate result of activity |
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| Stage 1 Preparatory spring 2011 | 1. Study of the regulatory framework and scientific and methodological literature on this issue. 2.Write an announcement about the project 3.Inform students and parents through class hours and parent-teacher meetings 4. Development of the “Blossoming Yard” project. | -Regulatory documents and special literature, methodological developments; Landscaping of plots by classes allocated by the initiative group. Summing up the first results. |
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| Stage 2 Practical Spring 2011 – 2012 Landscaping of the school and landscaping of the school grounds. | content of activity | deadlines | executor |
| 1.Questionnaire | April | Initiative group, class teachers, deputy. Director of VR |
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| 2. Landscaping of assigned areas of the territory | March, April | Class teachers |
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| 3.Analysis of the ecological state of the school area | April May | Biology teacher |
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| 4. Drawing competition “Flowerbed of my dreams” | May | Art teacher, parents, students |
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| 5. Class hour “I am the owner of the school yard.” | May | Class teachers |
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| 6. Organization of work on digging up the flower bed | May | Technology teacher, deputy business director |
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| 7. Laying out new flower beds and paths. | May | Teacher of technology and biology, deputy. business director |
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| 8.Planting trees and shrubs | May June | Deputy business directors, class teachers |
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| Creation of an alpine slide and fountain. | May June | Technology and biology teachers, parents, students, class teachers |
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| 9.Purchasing seeds and growing seedlings | May June | Deputy Director of Economic Affairs, Biology Teacher, Administration of the Kurasovsky Rural Settlement |
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| 10. Labor landing “I can do everything myself - I’ll clean up the school yard and save it” to improve the school grounds | June | Deputy business directors, class teachers, parents |
|
Project Description
The project involves the creation of the following zones on the school grounds:
1.Floral and decorative zone “Rainbow Fantasy”
2. Rock garden:
Alpine slide
Rockery
3. Zone of tree and shrub plantings
4. Play area
5. Economic
Floral and decorative zone"Rainbow Fantasy"
There was a need to have more and more new plants on our site, and ideas for designing new flower beds were born. The variety of flower beds serves as a wonderful decoration for the school grounds.
Flowers are an ideal and versatile tool in landscape design. They gave our school yard a unique charm.
From early spring to late autumn we admire the blooming of tulips, daffodils, crocuses, primroses, lupins, irises, roses, petunias, geraniums, marigolds, zinnias, asters, etc. Kochia, hosta, castor beans, varieties of sunflowers, clarkia and many are striking in their decorativeness other plants.
Flowerbeds were laid out in the following types:
The regular flower bed is its distinctive feature, a strict geometric pattern of plants that is easily discernible when using simple, symmetrical shapes, but much less obvious in the intricacies of abstract shapes. Two distinctive features:
a) All plants must bloom at the same time.
b) The presence of clear boundaries between plantings, emphasizing the absence of any traces of “naturalness” in a regular flower bed.
Irregular bed - plants are planted in small groups, like hardy perennials in a herbaceous border. The flowerbed looks more natural; often the planting areas of different plants overlap. The design of the flower bed is done in such a way that the flowering of one group follows another. This allows for longer flowering.
A raised flower bed is best suited for planting because... is part of the site in the full sense of the word and can be large enough to create an impressive composition of flowerbed plants.
A carpet bed is a method of planting dwarf plants with colored foliage, resulting in complex patterns reminiscent of an oriental rug. Monoflowers - the entire flowerbed or border is planted with plants of the same type.
A vertical flowerbed is a three-dimensional flowerbed, often used in landscaping as an exclusive element. Sometimes decorative flower beds are designed in the form of some kind of figure.
In a flowerbed-panel, a variety of low-growing plants are used to create not an ornament, but a specific image; along with ornamental plants, flowering flowerbed plants are also used. What is a flowerbed plant? A flowerbed is an ornamental plant that, in its leafy state, is planted in a permanent, flowerbed-shaped place in open ground or in a container where it is kept for a limited time.
Rock garden
The rock garden was placed so that it organically fits into its environment. A sunny place with sufficiently aerated soil was chosen for it in an area that is clearly visible from a short distance. We tried to create conditions most typical for the habitat of most mountain plants.
The construction of the rock garden began with the planning and layout of the site. It was then cleared, the turf removed and weeded to remove all the weeds. After finishing the clearing, they applied a layer of construction waste, slag or gravel. The result is a water-permeable layer that does not allow water to linger - after all, most mountain plants do not tolerate the constant presence of moisture. If the soil on the site is silty, dense, and water stagnates on it, then the drainage layer should be thicker, at least half a meter. This layer is created by filling it with soil without fertilizers, preferably turf compost with the addition of sand, peat and humus. Over-enrichment of the soil leads to exactly the opposite results: plants grow too tall, form loose thickets, or do not appear at all. Most alpine plants are ascetics; Nature created them that way.
Having started to build the rock garden, we marked out paths, steps, and passages in advance. The relief should be modeled after the natural landscape, which means that it is necessary to mark “valleys”, “plateaus”, “peaks” and “cliffs”, to create zones of different illumination: a zone of full illumination, a zone with a slope away from the sun , shadow. Such conditions are dictated by the requirements of plants and their ecology.
In the same zone was created fountain.
First, using a cord, a watering hose, or simply a stream of sand, the outline of a reservoir was drawn on the surface of the earth, the outlines of which were chosen to suit your taste. After this, they dug a pit and formed a place where aquatic vegetation was later located. It was necessary to remove all sharp objects from the surface of the pit - stones, remnants of roots - in order to protect the film from possible damage. Then a 5 cm thick layer of sand was poured onto the bottom of the pit. For additional safety, the sand was covered with burlap. Then they laid the film, pressing it tightly against all the bends of the pit, and filled it with water to the level of the swampy area. At the same time, you can straighten out the wrinkles remaining on the film. Since the elastic coating will still sag for some time under the weight of water, the design of the banks was postponed for two days.
The main rule when landscaping a small pond is careful selection of plants. Fast-growing species, such as reeds, cattails, and long-leaved buttercups, will have to be eliminated, otherwise within a couple of years they will literally fill the entire reservoir.
The range of weakly growing plants for different depths is quite wide: plantain chastuha, river grass, water mint, forget-me-not. At a depth of 10 - 40 cm, common calamus feels good. The deepest places in the reservoir belong to water lilies. Among them, you should also choose only dwarf, slow-growing species and varieties, for example, fragrant water lily or snowy water lily, which are planted to a depth of 50 cm.
In order to create an unusual flower garden ( rockery), you need to stock up on stones or flagstones of beautiful shape, color, sizes can be different - from small pebbles to solid blocks or boulders. Stones and tiles are placed on the site, trying to create a beautiful composition, including paths paved with these stones, so as not to disturb the plants when you need to walk through the rockery. 
In rocky gardens, mainly perennial plants are planted, low and medium in height, and only occasionally, like tapeworms, tall. On southern slopes or terraces, light-loving and drought-resistant plants are preferred; on northern and northwestern slopes, shade-tolerant and relatively moisture-loving plants are preferred.
Tree and shrub planting area
Tree and shrub plantings are located along the perimeter of the school site. Small trees and tall shrubs (rowan, lilac, linden) are planted around the building, but no closer than 5 meters from the windows; tall trees (white acacia, birch, oaks, maples, etc.) - 10 meters (to avoid darkening the classrooms). And at the entrance to the elementary classrooms there are blue spruce trees.
Around the school grounds we began to create a dense multi-row hedge of shrubs (yellow acacia, black rowan). Trees such as chestnuts and pine trees were also planted here. These green spaces will protect the school building well from dust and wind and muffle street noise. If possible, it is better to move trees outside the fence, this will increase the planting area. 
The most suitable trees for decorating school areas are birch, linden, rowan, maple, and spruce. It is advisable to select shrubs in such a way that the bulk of them bloom in April-June and look attractive in the autumn when the color of the leaves changes. The yellow leaves of the plants look beautiful on green lawns.
Game Zone
The play area is designed for relaxation and entertainment. This area should carry a positive emotional charge, be bright, colorful and interesting, so that children would enjoy communicating and relaxing here. Wooden sculptures (“Birch Well”), decorative small sculptural forms (“Fairy of Flowers”, Merry Dwarfs”) unusual flower beds (“Blue Stream”, “Fragrant Glade”) delight the younger children of our school.
Economic zone
The school educational and experimental site is the material base for teaching biology and technology. It makes it possible to establish a connection between theory and practice and is intended for conducting theoretical and practical classes, organizing socially useful and productive work, experimental work, environmental work, and environmental education of students.
The educational and experimental site of the school is an area of open ground, divided into sectors. Each sector corresponds to a specific department: field, collection, flower and decorative, fruit and berry, vegetable. Work on it begins in early spring: fertile soil is added and organic fertilizers are applied. High school students and teachers are planting cucumbers, tomatoes, cabbage, carrots, and peppers.
The site is surrounded by a hedge of trees and shrubs, which the students of our school systematically care for: pruning trees, uprooting dead trees and shrubs, whitewashing tree trunks.
Results of the implementation of the project for landscaping and improvement of the school area.
During the implementation of the Blooming Yard project, the following work was completed:
1. Joint activities of students, parents, teachers, and village residents were organized to carry out the main activities of the project (creative groups were formed in various areas of activity, landscape organization of the school territory was carried out at the preparatory stage, plants were selected for landscaping);
2. Trees were pruned, dead trees and shrubs were uprooted, tree trunks were whitened;
3. New trees and shrubs were planted
4. The school area was cleaned of household waste.
5. New flower beds and paths have been laid out
6. Alpine slide and fountain created
7. Seeds purchased, seedlings grown
Conclusion.
Our project is the result of joint activities of children and adults, proof of the ability of children to propose ideas and options for solving important environmental issues. The school area has become an effective continuation and addition to the educational process.
Massive extracurricular events are held in the fresh air: school-wide assemblies and assemblies, alumni evenings, fairs, and sporting competitions.
At any time of the year, environmental work is carried out in the schoolyard: in the fall, feeders are hung, environmental clean-up days are held to clean up the area; in winter, the guys feed the birds; In the spring, the species composition of vegetation is updated, and environmental propaganda is carried out among students and the adult population of our village. During the summer, students undergo work practice on the school grounds (cleaning the area, caring for plants).
Green spaces improve the microclimate, trap dust and gases, and have a beneficial effect on a person’s mental state. Plants, including flowers, have great aesthetic and decorative value.
In addition to the aesthetic function, the practical function is very important. A modern school is focused on ensuring that the child receives not only theoretical knowledge, but also direct practical skills. Therefore, what the student learns during design will be useful to him in life.
Literature
Avadyaeva E.N., Russian landscape design / OLMA-PRESS, 2000.
Alekseev S.V., Gruzdeva N.V. Workshop on ecology: textbook. Manual – M.: JSC MDS, 1996.
Akimushkin I. /Whims of nature.M. 1992.
Anisenkova / Environmental education of schoolchildren, I.M. Shvets. – N. Novgorod, 1993.
Vinokurova, V.V. Nikolina. /In-depth study of ecology at school - N. Novgorod, 1991.
Decorative landscaping of school grounds: Methodological recommendations. Belgorod, 2003 - 20 p.
Dobbs L., Wood S., Garden culture: design, plant selection, gardening / Practical Guide / Trans. from English – M.: Publishing house “Niola 21st century”, 2002.
Petrov V.V. From the life of the green world. M.: Education, 1982.
Remezova G.L., Eratova M.E. Enter the green world. M.: Education, 1996.
Handbook of florist (flower and ornamental plants of open ground) / I. E. Botyanovsky, E. A. Burova and others/; Ed. A. T. Fedoruk. – Minsk: Urajai, 1985. – 208 pp., ill., 16 l. Il.
Ministry of Education and Science of the Republic of Tatarstan
Municipal autonomous educational institution
"Gymnasium No. 37" of the Aircraft Construction District of Kazan
Project work on the topic:
Improvement
school yard and grounds,
Makarova Oksana
7B grade student
MAOU "Gymnasium No. 37"
Aircraft construction district of Kazan
Supervisor:
Kudashova Tatyana Nikolaevna
Mukhametzyanova Alina Rinatovna
Heads of preschool educational institution "Impulse"
Kazan 2016
Introductionctr
1. Relevance of the problem. 2-3
2. Goals and objectives.
3. Expected results of the project implementation
4. Timing and stages of project implementation
5. Materials and tools
II. Main part.
1. Program of project activities 3-5
III. Conclusion.
1. Expected results of the project 6
2. Risks of project implementation and ways to overcome them 6
3. Conclusion 7
Introduction
Since ancient times, man has been closely and inextricably linked with nature. Unfortunately, in the modern information age, the age of science and technology, people are gradually losing this connection. This is especially felt in large cities, and sometimes in rural areas. The priority of environmental education is today recognized by the entire world community. Therefore, nowadays people have begun to pay more and more attention to the condition of the territories adjacent to their home, place of work, educational institutions and other objects of social significance. And many of these areas often require significant improvement.
School years are years of endless discoveries, surprise, admiration and, of course, work, intellectual, spiritual work, years of formation of life perception, vision of objects and phenomena. And there is, and cannot be, anything nobler, more complex and more responsible than ensuring the future of our Motherland - raising a person capable of changing the world for the better, making it cleaner, kinder, fairer, learning to be truly happy and successful. Children need to be taught to feel, understand, appreciate and, most importantly, create beauty.
Therefore, it is necessary to choose such forms of activity for the collective of students, their parents and teachers, which would develop creative activity, provide practical assistance in the design of the school yard and instill in schoolchildren a caring attitude towards the environment.
The schoolyard is part of the educational environment in which the process of socialization, education and development of the child’s personality takes place. This environment should be functional and comfortable, as it is an integral part of the learning process. In addition, it should also be a place to spend free time.
The school grounds are a popular holiday destination for residents of neighboring houses, especially in the spring and summer. Therefore, landscape gardening, improvement of the recreation area and the area in front of the school building are necessary.
1.Relevance of the problem
After exploring the school grounds, we noticed that our school yard looked boring.
The building of MAOU "Gymnasium No. 37" of the Aviation Construction District of Kazan was built in 1952. On the school grounds there are: a football field, a volleyball court, and a playground for younger students. In front of the school building there used to be an alley that protected the gymnasium from the road, where students had the opportunity to walk, but in 2013 the Aviastroitelnaya metro station was built on this territory. The paths have been paved, but small areas of land remain.
A survey of students and school staff showed that it is necessary to transform it. The desire of students, parents, and school staff to study, work, and relax not only with the tastefully decorated walls of the school, but also to enjoy the view of well-groomed flowering flower beds, sports and playgrounds located in the schoolyard, led to the creation of a project for its improvement that needed to transform it. This is how our project for landscaping and beautifying the school grounds was born. We decided to please not only ourselves, but also those around us with the results of our work, and also try our hand at design practice.
Object of study
The object of the study is the schoolyard of the gymnasium and the surrounding area.
Subject of study
Cultivated plants (flowers, trees)
Soil (type of soil and its capabilities)
Manufacturing technology and selection of materials for creating small architectural forms
Project goals and objectives:
Goal: To develop and implement a project within the framework of extracurricular activities of students to solve environmental problems and environmental education in secondary schools.
Studying literature related to landscape design;
Familiarization with the features of the territory to develop a landscaping and improvement plan;
Distribution of areas by class and appointment of those responsible for the work;
Instilling basic experience in practical environmental activities;
Fostering a value attitude towards nature, the environment, and caring for the results of one’s creativity.
3. Expected results of the project implementation
1. Organization of socially significant public activities for schoolchildren.
2. An integrated approach to the education of environmental, aesthetic culture, and labor education.
3. Generalization of knowledge about the design and improvement of the school yard and surrounding area;
4. Creating conditions for the possible organization of a process of joint recreation for children and adults, promoting their spiritual rapprochement, the birth of common interests and hobbies;
5. Introduction to a healthy lifestyle as an important component of environmental culture;
6. Improving the aesthetic appearance of the school yard and the area outside it, creating a favorable environmental environment.
Theoretical part of the work
The basis for the preparation of my work included studying sources of information on the Internet and special literature on landscape design, visiting public gardens, parks, squares in order to study the design and landscaping of objects in the city of Kazan.
Practical part of the work
The practical significance of my work lies in attracting students, parents and teachers to extracurricular activities for landscaping school grounds, making it possible to apply the acquired knowledge in biology, art, technology, geography lessons, and attracting the public to the significance of the project; improvement of the surrounding landscape of the school yard; aesthetic correspondence between the school and the created cultural landscape.
All these stages of work led to the appearance of landscape works in front of the school facade and in the schoolyard: designer flower beds, flower beds, small objects that contributed to the development of aesthetic taste and the contemplation of a sense of beauty in the surrounding world.
4. Timing and stages of project implementation
Project implementation period: 2 years
Project implementation stages
Stage I – organizational.
Selecting a project topic, setting goals and objectives, selecting material, drawing up a work plan, identifying project participants and partners.
Stage II – practical (project implementation)
Areas of activity: Educational and research work of students, collection and analysis of information about the environmental situation in our area, educational activities, practical activities in solving environmental problems.
Stage III – generalizing.
Summing up, assessing the effectiveness of the project, comparing actual and desired results of work. Extracurricular event on the topic of the project.
5. Materials and tools
To implement the project we will need materials and tools:
Stretcher;
Seeds and seedlings;
All of the equipment listed is available in the school workshop.
II. Main part.
Project implementation plan.
| Completed work | ||
| Organizational | Drawing up a work plan | |
| Research | Exploring design options for flower beds Study of types of flower crops | |
| Practical activities | Growing seedlings. Laying out flower beds. Planting seedlings, sowing seeds. Caring for flowers: watering, weeding, loosening. | May-August |
| Final | Analysis of completed work | September |
| Project design | ||
| Project protection |
Program of project activities
To achieve the assigned tasks, a set of measures has been developed
| Set of measures | Location | carrying out | Responsible |
|
| Meeting of the project team, choosing a project topic, setting goals and objectives, selecting material, drawing up a work plan | Cab. biology | September, 2014 | Initiative group |
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| Sociological survey of students and school staff | Assembly Hall | September, 2014 | Initiative group, teacher-organizers. |
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| Conducting an assessment of the environmental condition of the school area | Cab. biology | September, 2014 | Teacher biology, laboratory assistant, initiative group |
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| Competition for the best mini-project to improve the school grounds. | Assembly Hall | October, 2014 | Teacher-organizer |
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| Development of a collective project for the school yard and the territory outside it" - drawing up a plan for landscaping and improvement of the school yard and the territory outside its borders.” | Biology class | Initiative group, teacher biology, laboratory assistant. |
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| Assessment of the ecological condition of the soil at the school site | Schoolyard | April, 2015 | Biology, chemistry teacher, laboratory assistant. |
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| Uprooting old trees and shrubs | Schoolyard | April, 2015 | School caretaker |
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| Laying out new flower beds on and outside the school grounds | Schoolyard Area in front of the school | May-June, 2015 | ||
| Expanding the floral and decorative content of flower beds. | Schoolyard Area in front of the school | June-August, 2015 | Biology teacher, Initiative group |
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| Improvement recreation areas on school grounds | Schoolyard | August, 2015 | Technology teacher |
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| Preparing seeds and growing seedlings | Cab. biology | February, 2016 | Biology teacher, Initiative group |
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| Tilling the soil and planting seedlings of flower crops in the school yard. | Schoolyard | Biology teacher, Initiative group |
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| Caring for planted flower crops. | Schoolyard | May-August 2016 | Biology teacher, Initiative group |
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| Tree planting | Schoolyard | September-October 2016 | Initiative group |
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| Express survey “Project in my life” | Cab. biology | September, 2016 | Initiative group |
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| Presentation of the project implementation report | Assembly Hall | December, 2016 | Initiative group |
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In modern landscaping, flower beds are kept low, level with the lawn, and only in special cases, filled, but not higher than 5-8 cm. The size of the flower bed depends on the size of the flower bed. When designing, it is necessary to take into account the duration of flowering of the planted plants. The artistic decorative value of a flower garden depends on the selection of plants in a combination of colors of deciduous and flowering plants, the proportionality of individual parts of the flower garden, the clarity and clarity of the design, the content of the design, the presence of a good lawn background, and the provision of care. Successful selection of plants based on the color of leaves or flowers is of significant importance: In this case, the rules of harmonious combination of colors (colors) with each other provide significant assistance. The main or main colors are yellow, red and blue. Derivative colors will be green, which is obtained by mixing yellow with blue, orange - from yellow with red, purple from blue and red. Brighter colors—yellow, orange, and red—are called active, and less bright colors—violet, green, and blue—passive. A pleasant impression is produced by such a combination when the main color is located next to a derivative in which this main color is absent. Plants of the same crop are combined in color, especially if there are varieties. The parts of the flower garden should be harmonious and pleasing to the eye. The rules of proportion help solve this. Annual plants are mainly used to decorate flower beds. And they choose mainly summer flowers, which bloom for a long time and profusely, and are distinguished by the decorativeness of their leaves. They are widely used in flower beds, ridges and parterres of summer flowering. To create our flower beds we will use the following flowers: marigolds, petunia. Marigolds (Tagetes) - Asteraceae family. About 30 species are known in culture, of which 3 are widely cultivated. In the wild, marigolds are common in Central America, and especially in Mexico. There this plant is considered magical, and its inflorescences are used in religious ceremonies. Petunia is from the Solanaceae family. Introduced from South America in 1831. About 25 species of petunia are known. To date, breeders have created heterotic hybrids that are distinguished by very early and abundant flowering, branching, and resistance to adverse weather conditions.
Calculation of material consumption
For the survey we needed 1 pack of paper. For planting plants on the school grounds and carrying out work - garden tools and planting material that will correspond to the given type of soil and shading of the site. The funds are taken from waste paper collections. Calculation of the consumption of materials and their cost for landscaping the school site is presented in tabular form.
Determination of material consumption and their cost
| Name | Quantity per piece | one piece in rub. | Cost of materials |
| For free (available at school) |
|||
| For free (available at school) |
|||
| For free (available at school) |
|||
| Mineral fertilizers | |||
| Seed mix | |||
| Paper (for questionnaires) | |||
| Total: | |||
Results of the implementation of the project for landscaping and improvement of the school area.
Stage 1
Organized joint activities of students, parents, teachers to carry out the main activities of the project
The area was cleared of household waste;
Seeds have been collected for planting annual flowers.
Stage 2
1. Small architectural forms will be installed on the site in the spring: garden sculptures made by the hands of students;
2. Landscaping of the area will be carried out: creation of flower beds;
3. To preserve the landscaped area, explanatory work among students is planned.
III. Conclusion.
III. Conclusion.
Based on this project, each school can:
draw up a project for the reconstruction of the school grounds’ landscaping, taking into account compliance with sanitary and hygienic standards;
analyze the school situation;
study the degree of air dust in different parts of the territory;
study the species composition of vegetation and its condition;
determine the level of noise pollution in the school area.
During our work, we visited exhibitions of various flowers, went to flower fairs, and consulted with a biology teacher about plants that grow both in the shade and in the sun. After listening to lectures on flowers, we chose petunias and marigolds for our plot.
We decorated the school yard in the style of A.S. fairy tales. Pushkin. And they gave it the name “Near Lukomorye there is a green oak...” The “residents” of this wonderful country were: a learned cat, a Baba Yaga, a golden cockerel, an old man and an old woman and a gold fish, a swan princess... Before the summer holidays, we held a literary courtyard dedicated to the work of the great Russian poet A.S. Pushkin. Next year we also want to decorate the school grounds in a certain style; we will determine what this will be through a survey of students and teaching staff. And we really hope that our idea will become a good tradition of the MAOU “Gymnasium No. 37” of the Aircraft Construction District.
We hope that our project will turn out exactly the way we see it, because everything in school should be permeated with the desire for beauty. Children need to be taught to feel it, understand it, appreciate it and, most importantly, create beauty. It is necessary to make sure that the school premises and school grounds are attractive, somewhat magical. Using our example, many residents may want to turn their plots into small magical lands and show their creative abilities.
The work done led to the following conclusions:
1.Environmental education and upbringing of schoolchildren is a priority in educational institutions with the aim of developing an environmental culture.
2. The theoretical foundations for the formation of schoolchildren’s ecological culture have been sufficiently developed and described in the scientific and methodological literature.
3. To systematize the work on the formation of environmental culture, a program of environmental education and upbringing of schoolchildren is necessary, ensuring the organization of cognitive, educational, entertaining, practical and research activities of students, the use and combination of innovative and traditional forms, active methods and techniques of work, continuity and consistency in presentation material.
The issue of aesthetic design of the school area and the area adjacent to it remains relevant. By implementing this project, we acquire practical and theoretical skills in creating beauty, gain new knowledge in the field of ecology, and actively develop creative thinking. Through creative and constructive work on the school grounds, a love for nature, for the native land, for the Motherland is instilled, and a sense of beauty develops. And the more difficult the path of creating beauty, the more beautiful the creations.
The current environmental situation in the world poses an important task for man - to preserve the ecological conditions of life on Earth. In this regard, the question of environmental literacy and environmental culture of current and future generations arises acutely. In the modern generation, these indicators are at an extremely low level. The situation can be improved through environmental education of the younger generation, which should be carried out by teachers, armed, in addition to special knowledge, with a number of effective techniques that allow, by comprehensively influencing the student’s personality, to develop all the components of environmental culture as personality traits in terms of a person’s general culture. The problem of environmental education and upbringing is sufficiently covered in the works of famous scientists. However, systematic work on the formation of environmental culture among schoolchildren is not carried out. Therefore, the goal of our research was to develop an educational program for the project “Improvement of the school yard and adjacent territory”, which allows us to more fully realize the possibilities of forming an environmental culture among schoolchildren.
Project “Improvement of the school yard and the territory outside it”; provides answers to issues related to environmental education of students and is a storehouse of useful materials for school and kindergarten workers. This project develops a sense of collectivism, aesthetic taste, hard work, responsibility, patriotism, and brings joy and benefit to residents and guests of the city.
2. Risks of project implementation and ways to overcome them
| Risks | Conditions of occurrence | Ways to overcome |
| Motivational | Low activity and weak motivation to participate in the main activities of the program | Active work with parents Development of an incentive system |
| Organizational: | Unprofessional approach of performers Unfavorable natural conditions | Increasing staff responsibility through holding meetings with the school director |
