Collection of lesson notes on life safety. methodological development on the surrounding world (senior group) on the topic

How to conduct practical lessons on the basics of life safety

What does a practical life safety lesson include?

• Motive. Students need an incentive that answers the questions “why are we going to do this activity?”, “what result will we get?” It is not necessary for the teacher to provide a motive. If the motive is expressed in general terms and is not obvious to the students, it stops working. Children must understand why they need a lesson, what vital knowledge they will receive.
• Activity component. Practice should be a priority in life safety lessons. It is believed that actions are determined by a person's knowledge - but this is just the tip of the iceberg. Actions are also influenced by motivation, needs, opportunities, personal values ​​and meanings. Therefore, in order for the student to be able to effectively apply the knowledge acquired in life safety lessons in a timely manner, the skills must be brought to automaticity.
• Tasks for the development of universal learning activities. The formation of UUD should be a separate structural element of the lesson. We are talking about tasks for comparison, analysis, generalization, classification, formulation of conclusions, etc. You cannot do without these skills in many life situations. Regulatory UUD include tasks: Plan your work.
• Test yourself: find mistakes, correct them.
• Determine the cause of the error.
• Work in pairs (in groups) and evaluate your contribution to the overall work.

You will find scenarios for practical tasks in textbooks on life safety on the LECTA platform. Use promo code 5books
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Examples of practice in life safety lessons

"Food Pyramid"

1. The teacher demonstrates the “food pyramid” diagram from a textbook on life safety.
2. Students make suggestions as to why the food pyramid is built this way. The reasoning is checked against the text of the textbook and a conclusion is drawn.
3. Assignment: supplement the drawing diagram with captions.

1. Assignment: create a menu for a schoolchild in grades 7-9 for the winter season.

Business game “Bee sting”

1. The teacher describes the situation: “Imagine that you are walking in the park. Your friend is running around the park, waving his arms, and has been stung by a bee. You called an ambulance."
2. Distribution of roles: 1 – boy who was bitten by a bee; 2 – the boy who called the ambulance; 3 – doctor; 4 – nurse.
3. The teacher gives instructions:
   Present the current situation and the state of each of the characters.
4. Think about what everyone can say based on their role in this situation.
5. Carry out the necessary actions and statements.

Other topics for business games: “Emergency landing of an airplane”, “Meeting with a traffic service employee (risks of skateboarding, boxing)”, “Assault on the street”, “Fire”, “Fishing incident”, “Quarrel on a camping trip”.

Fundamentals of life safety. 5th grade. Workbook

The workbook includes reproductive and creative questions and tasks, including in the form of tables, diagrams and drawings. The material in the notebook is placed in the same sequence as in the textbook. The manual is intended for independent work by students. It will help schoolchildren better understand and assimilate the educational material.

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Educational dialogue “Hike through the ice”

1. The students or teacher read out the teenagers’ dialogue:

Dima:

Good in winter. The path to school on ice is halved.

Marina

: This year the winter is warm, the ice is thin. It's better to bypass than to risk it.

Alyosha:

If there are fishermen on the river, it is a sure sign that the ice is thick.

Olya:

There are also many frivolous people among fishermen. It's better not to take risks.

Kolya:

If you go in a group, then you can: if something happens, your friends will help you out.

1. Students, with the help of the teacher, analyze the situation.
2. Students, with the help of the teacher, generalize the situation and draw conclusions.

Discussion “Playing in an Unsafe Place”

1. The teacher describes the situation: “The teenagers wanted to play in some secluded place where adults would not see them. We snuck into the basement, started a game, and didn’t notice that there was an electrical distribution panel nearby.”
2. Questions: What could the frivolous behavior of teenagers lead to? How to anticipate dangerous situations?
3. Students analyze imaginary situations and answer questions.

Discussion “How to behave in case of fire”

1. The teacher shows illustrations:

1. Assignment: using supporting words and illustrations, make assumptions about the possible causes of fires.
2. Key words:

electrical wiring, games, stove, iron, cigarette, gas, barbecue, thunderstorm, carelessness, negligence, lack of discipline and foresight.

1. Students analyze and evaluate supporting words and illustrative series.

What else should I read?

In the element of fire: 5 of the most destructive fires in history

Electronic form of the textbook for life safety lessons

School shooting: how to talk about it with children?

Summer holidays: fire safety

Health care

1. Discussion of information from the life safety textbook, section “Medical Page”: when you can provide first aid, when you cannot provide first aid, how to provide first aid.
2. Studying ways to stop arterial bleeding.

1. Students practice taking their pulse.
2. Students practice fixing limbs during fractures.

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