School area design. Research work "design of the school site"
Each school cares about its reputation. This concerns not only the level at which teaching is carried out, but also the appearance of the courtyard. It is important that at first glance the impression of a scrupulous approach to detail is created. This can be achieved by applying various solutions in the field of landscape design in relation to the school site. The article will discuss some ideas that can be implemented.
school yard project
Decorating the school grounds is nothing new. All children actively engaged in this under the guidance of teachers and craftsmen during the Soviet era. Over time, this initiative faded away and more attention was paid to cleanliness, rather than the appearance of the areas and flower beds around the school. Traditions are returning and attention is again paid to how the plots on the school grounds are designed. Schools that are being commissioned now already have well-maintained and well-thought-out areas in terms of design. But this does not eliminate the need to do something on the site, because over time, the school site becomes unusable due to the growth of weeds and even cultivated plants. Everything has its own service life, so the buildings are dilapidated, and the compositions lose their appearance. Over the years, the team and students change, which leads to the arrival of new trends and moods.
All this speaks in favor of the fact that something needs to be done to improve the situation. Sometimes the school site requires drastic intervention. It manifests itself not only in the renewal of plants on the site, but sometimes in a radical change in the shape of the site or even in their new demarcation. Such an intervention is not done for one year, so good planning is required in order to appearance of the site remained under constant but minimal maintenance. It is impossible to implement what was conceived without a special project, which is drawn up for a specific site. You can get ideas for the site not only from professional designers, but also from those who most often visit the school - teachers and students. To do this, it is necessary to conduct an anonymous survey in which everyone can express their wishes regarding the site. To make it easier to sort the results, you can set certain boundaries for reasoning by creating a questionnaire. But if really fresh ideas are required, then it is better to let them express themselves. The analysis will take more time, but it's worth it. In accordance with the information received, it will be easier to draw up a specific action plan for the school site.
General style
There are a significant number of branches and directions that can be implemented in landscape design, all of them can be classified into two main groups:
- arbitrary;
- regular.
The first is a unique and exclusive solutions for the plots, which can be implemented in the most daring options. But this design style is more suitable for private areas. School is public institution. This means that certain formalities must be observed on the school site. This is where the regular style comes in. It manifests itself in clear lines and symmetry. The geometric forms in which the beds are made or the plantings are carried out are most often correct and are designed to set the children in a calm way and the perception of new information.
Solitary plantings are suitable for the implementation of regular design in school areas. They manifest themselves in the planting of single plants or groups of plants, which give severity to a certain area. This approach is important so that everyone who attends the school understands the purpose for which he is here. A freer style is allowed for corners in the yard that are intended for leisure. This applies to big changes or periods after the end of classes. In this case, you can use the features of Asian style, country and Dutch. At the same time, a lot of work needs to be done on the selection of plants. They must retain their appearance throughout the year, and also have hypoallergenic properties.
Central part of the yard
To make it easier to plan and landscape design, it is necessary to divide the school yard into functional zones or areas. One of them is the central part. Most often, it is intended for various celebrations and gatherings, for example, lines in case of the first or last call, as well as for congratulating important people. Most often, this site has a rectangular or square shape. For her, it is necessary to use plants that will only emphasize these lines. For example, if flower beds or plots of land are located around the perimeter of the site, then it would be nice to place low shrubs on them, which will be neatly trimmed in a common style with the site. Plants such as buxus (boxwood), privet, cotoneaster, spirea and others are suitable for this role. If the climate is suitable, then you can plant juniper bushes, which are important to constantly form.
Coniferous plants can also emphasize the school site, which is intended for performances. In this case, you can plant tall plants against the background, which will make it possible to set off the participants of the training camp. An additional benefit from such plants will be compensation for gusts of wind, which can blow into the microphone or rip off various decorations from the stage. Requires constant care for cleaning dried branches.
Sports grounds
The playground is the next area of the schoolyard that needs proper planning. Much depends on what exactly is located in this area near the school. Most often, basketball, football or volleyball courts are covered with asphalt or have a dirt surface. A rare exception is the presence of special rubber coatings. Such areas should be protected from the winds as much as possible. To achieve this, it is necessary to plant them with trees that have lush crowns. Such plants include maples, lindens, chestnuts and others. Additionally, such plants will create a shadow on the site, which is especially important on hot spring and autumn days during physical exertion.
Note! In some cases, the sports ground of the area near the school is also the main one for holding various celebrations. In this case, all sports equipment is located around the perimeter so as not to clutter up the main space. The rule regarding trees does not change, as this area will be more often used for sports.
Rest zone
Modern schools provide for the presence of such a site on the territory. There may be several sites. Often they are evenly spaced throughout the territory so that students can find a place for everyone. Usually such sites are interconnected by means of alleys. For recreation areas, you can use various plants, which include shrubs. At the same time, there is no requirement that they be of the same height, since special rigor for the site is not required. His task is not to tune in to seriousness, but to allow him to take a breath before the next lesson or tune in to a different mood after graduation. For recreation areas, lawn grass is used, which is sown in areas between shrubs. The right decision is to use various bright ornamental plants. Benches must be present. Since children of different age categories study at school, it is not recommended to use various arches, tripods or supports in such areas, as they can cause serious injuries.
At the same time, it is allowed to place various sculptures in such areas. Pine, elm, poplar and linden trees can surround such recreation areas, as well as the alleys that will connect them. It is worth planting them at such a distance at which the crowns allow it. If the plans are to maintain a small crown height and constantly form it, then sprouts can be planted every three meters. In the flower beds, which will be located with areas for recreation, it is worth planting flowers that are not particularly whimsical to care for, and are also resistant to drought. In this role, cineraria, salvia, immortelle and zinnia are suitable. Under the trees, flower beds can also be organized, on which flowers that like to be in the shade will feel good. These include fuchsia, astilbe and periwinkle. With the proper level of consciousness of students in sunny areas, alpine slides with suitable plants can be equipped. If somewhere on the territory there are concrete fences that are not particularly attractive, then the areas next to them can be planted with weaving plants. A video of the schoolyard landscaping project is below.
Advice! Students can be involved in the design of such areas. On the one hand, this will involve them in the process, and on the other hand, it will encourage them to appreciate the work done more, which will extend the life of plants and buildings. Joint work also leads to mutual understanding and revenue.
Garden
No matter how strange it may sound, but a certain area of the school territory can be allocated for a vegetable garden. It will be useful for carrying out various research projects that are designed to breed any crops or species. Such a site can also be a great start to teaching children to take care of things and be responsible. All plants that will subsequently be planted in the areas around the school can be taken from seedlings that will be obtained from the garden. If the territory of the site is sufficient, and the budget of the school allows, then a greenhouse or conservatory can be built in the garden, which will further expand the number of cultivated plant species.
Advice! Periodic short classes that will be held outside school hours can speed up the process of decorating the area around the school.
Their goal is to set the task, explain the goals and ways to achieve them. This does not take much time, as students will attend such classes without enthusiasm. One lesson per week will be enough, which will last only 20 minutes.
Summary
As you can see, the school grounds can be decorated with different plants and ideas. But all this will not exist for a long time if you do not carry out an appropriate education, which implies the correct attitude towards plants and what surrounds everyone. It is important to develop a self-awareness and organization that will encourage everyone to personally make an effort to care for the plants and the school grounds. First of all, this will manifest itself in a caring attitude and in the absence of a desire to litter.
MOU Novokalitvenskaya secondary school
student
DEO "School Ecocity"
Supervisor:
IT-teacher
MOU Novokalitvenskaya secondary school
Consultant:
methodologist MOU DOD Rossoshskaya SUN
2010
Introduction | |
Mechanisms and stages of implementation | |
Implementation results | |
Practical significance | |
Conclusion | |
Literature | |
Applications |
Introduction
“If every person on a piece of his land did everything he can, how beautiful, our Earth would be”
Man has been inextricably linked with nature since ancient times. Unfortunately, in the modern information age, the age of science and technology, high technology, a person is gradually losing this connection. This is felt especially in cities and sometimes in rural areas.
Our village is located in the Central Black Earth region of Russia in the south of the Voronezh region, on the right bank of the Don River. We are surrounded by endless fields, green beams, an emerald meadow, a transparent river Black Kalitva, and a quiet but powerful Don.
Admiring the nature around us and in order to protect it from destruction, the Children's Ecological Organization "School Ecotown" was created at the school two years ago. (Attachment 1)
"School Ecocity" is a creative team of teachers and schoolchildren, combining educational, experimental and practical activities in their work. To a greater extent, the work of our organization is aimed at practical activities and takes place under the motto:
From the ecology of the soul to the ecology of space.
The ecology of nature is impossible without the ecology of the soul.
In 2007, the students of the Children's Educational and Economic Society "School Ecocity" implemented the project "Design of the School Premises". (Annex 2)
The school building has been transformed, but I wanted the school grounds to look very nice as the interior of the school building.
Autumn 2008 academic year The students of the Children's Educational and Economic Society "School Ecotown" began work on a new project for the improvement of the school territory.
Project relevance
The new school building was built in 1991. After the construction was completed, the school yard was in an unsatisfactory condition, so the problem of landscaping has been relevant since the completion of construction. The school is our common home, which we love and want to see beautiful not only from the inside, but also from the outside.
We chose this problem because:
· The school yard is in satisfactory condition.
· The school site is not landscaped enough.
There is no play area on the school grounds.
· Schoolchildren have a low level of environmental activity.
Project School yard landscape design.
Locality: Voronezh region, Rossoshansky district, the village of Novaya Kalitva.
An object: territory of municipal educational institution Novokalitvenskaya secondary school.
Institution: MOU Novokalitvenskaya secondary school of Rossoshansky municipal district Voronezh region.
Project duration: September 2008 - present.
Project coordinator: , teacher of computer science and ICT.
Objective of the project: aesthetic and ecological transformation of the school territory.
Project objectives:
· Decorative design of the territories adjacent to the school.
· Creation of favorable conditions for an additional comfortable space for the work of a summer school camp, for waiting for a school bus by children from nearby villages studying at school, and their parents.
· Activation of practical activities for the improvement of the school territory.
· Formation of the need for conservation and improvement of nature.
Target group: residents of the village of Novaya Kalitva (3 thousand people)
Project executors: students and teaching staff schools.
Partners:
1. Administration of the Novokalitvenskaya secondary school
4. Parents
Socio-environmental problem: satisfactory aesthetic and ecological condition of the territory (green zone) of the school.
Impact on the environment and people's lives: in the implementation of the project, students and employees of the school and residents of the village of Novaya Kalitva will find a landscaped corner of nature.
Project type: practice-oriented, ecological, group, long-term.
Mechanisms and stages of implementation
The project was implemented through the following activities:
1) Research (we studied soils for flower beds, an alpine hill and a school park);
2) design (implementation of a line of projects to improve the environmental situation "Alpine Hill", "School Park");
3) propaganda (Speech at school, district, regional conferences).
4) educational (work according to the plan of the children's environmental organization"School Ecotown");
5) Extracurricular (extracurricular activities).
Project stages:
Stage 1 - preparatory (2008)
Stage 2 - practical (year)
Stage 3 - generalizing (2011)
Stage 4 -
Stage 1 - preparatory (2008)
In the autumn of 2008, a survey was conducted among students and parents of the school (Appendix 3) and research work to determine soil fertility (Appendix 4). As a result, a conclusion was made - the creation of a single project "Landscape design of the school yard". A mock-up of the landscape design of the school yard was made and work began on the implementation of the project. We developed a business plan, as a result of which the old plantations of irgi were cut down and the territory was cleared for new flower beds and a park. (Annex 5)
Stage 2 - practical (year)
In the spring of 2009, work began on the Alpine Hill project. We studied the literature on landscape design. Created sketches of the Alpine slide. (Appendix 6) A business plan was developed, as a result of which the Alpine Hill project was implemented, flower beds and paths were laid out. (Annex 7)
In the fall of 2009, work began on the School Park project, dedicated to the 65th anniversary of Great Victory, a business plan was developed, as a result of which the School Park project was implemented. (Annex 8)
Pupils and employees of the school took part in the implementation of the project at technology lessons, subbotniks. During the holidays, the flower gardens were looked after by the guys who had an internship at the school site, the students who had a rest in the school camps in the summer.
Stage 3 - generalizing (2011)
A long-term plan for the implementation of the project has been developed for the year. (Appendix 9).
Stage 4 - informational and educational (2012)
Dissemination in school and local media of information about the activities of students in the implementation of the project.
Implementation results
Result
for a child:
· Obtaining new social and practical experience and skills.
· Increasing the level of knowledge about the environment.
· Useful and interesting pastime.
for school:
· Solving the problems of organizing students' creative leisure.
for environment:
· Real improvement of the ecological situation through practical actions of the participants.
Most Valuable Result: awareness by the project participants and residents of the village of Novaya Kalitva of the value of the green zone of the school territory:
1. The school grounds are under the close attention of the school.
2. An initiative group of teachers and students was formed.
3. Contacts have been established with organizations: -Agro, - forest, administration of a rural settlement.
Economic justification
This project is quite economical. The project manager and teachers do not need additional funds for payment.
Tree and shrub seedlings were taken from the Novokalitvenskaya secondary school nursery, which is located at the Dubok school forestry. (Annex 10)
For the purchase of equipment (shovels, rakes, hoses, etc.), flower seeds and film, funds received from the sale of seedlings from the nursery of the school forestry "Dubok" were used.
Seedlings of flowers grown by students of the school.
Project's budget
No. p / p | Name | Price |
Flower seeds | 400 rubles |
|
540 rubles |
||
Sponsorship -Agro» |
||
Sponsorship -Agro» |
||
Parents |
||
Nursery school forestry "Dubok" |
||
lumber | Sponsorship - forest " |
|
Waste material |
Practical significance
The greatest success in the implementation of the project: was achieved in the practical improvement of the green zone of the school.
The project "Landscape design of the school yard" has been implemented for three years. Gradually accumulate experience in the work on the project. High school students share their knowledge and practical skills junior schoolchildren for the further implementation of the project. The project contributes to the development of social activity among children and adults.
Conclusion
After the implementation of the project, the work will continue in all areas of activity: recreational, educational, labor, career guidance. Every year we plan work on the reconstruction of the site, caring for plants, planting trees and shrubs, flowers.
The school for the village is a social and cultural center. It should attract both kids and adults as a “temple of knowledge”. This should serve as the territory of the school yard. And this idea of rapprochement of man with nature, its inseparable connection with man, we wanted to realize and implement.
LITERATURE
1. "Landscape design". Moscow "Eksmo", 2005
2. Olga Voronova "Your own landscape designer." Moscow "Eksmo", 2007
3. "Famous Plants". Moscow Fiton+, 1999
4. Yu. Markovsky "We are building a rocky hill." Moscow "Fiton+", 2002
5. "Secrets of Alpine slides." Moscow "Eksmo", 2007
6. Magazine "Homesteading"
7. Magazine "Flower"
8. "In the plant kingdom" Publishing house Voronezh University, Voronezh, 1977
Attachment 1
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The questionnaire was conducted among the parents of students of the Novokalitvenskaya secondary school.
Participated: 217 people.
Appendix 4
research work
Purpose of the study: determination of soil fertility in the school area.
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Determination of soil acidity Determination of soil structure
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Determination of soil water resistance Determination of soil density
Conclusion: The soil on the site is black earth, has good fertility.
Appendix 5
BUSINESS PLAN
2008
No. p / p | Stages of work | Equipment and tools | Expenses |
Clearing the area for flower beds | |||
Clearing the area for the park | Shovels, rakes, stretchers, buckets | ||
Cutting down old plantings of shadberry | Shovels, stretcher | ||
Import of stones | Sponsorship -Agro» |
||
Import of soil | Sponsorship -Agro» |
||
Import of sand | Sponsorship -Agro» |
Project start
autumn 2008
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Place under the Alpine hill
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Place for a school park
Appendix 6
Sketches
for the Alpine Hill project
Completed by a 3rd grade student Svetlana Bogatyreva
Sketch "Alpine Hill"
Sketch “Pond Surrounded by Stones”
Sketch "Mountain slope"
These sketches were completed by: 5th grade student Maria Krupa and
under the guidance of the teacher of fine arts Semin V.A.
Annex 7
BUSINESS PLAN
YEAR 2009
No. p / p | Stages of work | Equipment and tools | Expenses |
Creating a slide | Gravel with crushed stone and sand, earth, sand. Shovels, rakes, stretchers, buckets. | ||
Laying stones for paths and slides | Stones, stretchers. | ||
Laying black film |
Scissors, shovel. | 540 rubles |
|
planting flowers | Flower seedlings. Shovels, rakes, buckets. | 400 rubles |
|
Import of soil | Sponsorship -Agro» |
||
Import of sand | Sponsorship -Agro» |
Money for the purchase of film and flower seeds was received from the sale of seedlings from the nursery of the school forestry "Dubok".
PROJECT IMPLEMENTATION
"ALPIAN SLIDE"
YEAR 2009
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Annex 8
BUSINESS PLAN
2010
No. p / p | Stages of work | Equipment and tools | Expenses |
Park breakdown | Roulette, pegs. | ||
Laying stones for paths and flower beds | Sand, soil. Stones, stretchers. | ||
Planting seedlings |
Shovels, rakes, buckets. | ||
planting flowers | Saplings and seeds of flowers. Shovels, rakes, buckets. | ||
Import of soil | Sponsorship -Agro» |
||
Import of sand | Sponsorship -Agro» |
PROJECT IMPLEMENTATION
"school park"
2010
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Annex 9
FORWARD PLAN
No. p / p | Stages of work | Equipment and tools | Expenses |
planting flowers | Saplings and seeds of flowers. Shovels, rakes, buckets. | 1600 rubles |
|
Planting seedlings | Tree and shrub seedlings. Shovels, rakes, buckets. | ||
Composition "House of Leshy" | Oak tree, pine. | 300 rubles |
|
Composition "There on unknown paths ..." | Oak tree. | 600 rubles Sponsorship of Kalitva-Les LLC |
|
Installation of benches | Boards, beams. Shovels, rakes, gravel. | Sponsorship of Kalitva-Les LLC |
Annex 10
SCHOOL FORESTRY "DUBOK"
Target: Restoration of forest resources in the vicinity of the village of Novaya Kalitva, Rossoshansky district, Voronezh region.
Tasks:
· Growing seedlings in the school nursery for planting in the village of Novaya Kalitva, near the monuments to soldiers who died during the Great Patriotic War, on the school grounds.
· Bookmark experiments in the nursery "Influence of sowing time on the germination of tree crops."
· Cultivation of seedlings for sale and planting on the slopes of ravines.
· Take part in carrying out activities for the protection of forests from fires, the protection of birds and animals.
During the work of the school forestry "Dubok" was implemented:
Elm - 460 pcs.
Apricot - 560 pcs.
Drain - 20 pcs.
Irgi - 25 pcs.
Chestnut - 500 pcs.
Catalpas - 20 pcs.
Biots - 375 pcs.
Total amount: 12000 rubles
On the territory of the school yard planted:
Rowan - 60 pcs.
Willows - 4 pcs.
Lilacs - 18 pcs.
Catalpas - 16 pcs.
Bird cherry - 8 pcs.
Privet - 40 pcs.
Nursery school forestry "Dubok"
MOU Novokalitvenskaya secondary school
Environmental project
My small motherland
Landscaping of the school site
Performed:
Tyabut Tatiana, 17 years old
Supervisor:
Filippova Galina Sergeevna
I. Introduction.....3
II. Main part
1. Description of the research object... ..5
2.1. Fundamentals of landscape design.......6
2.2. Flora of the school site as an element of landscape design.6
2.3. Lawns.....7
2.4. Floriculture...7
2.5. The use of landscape design for educational and educational purposes .............................................. ................................................. .........................7
3. Practical part
3.1. Stages of project implementation..7
3.2. The results of the implementation of the project of landscaping and improvement of the school territory ... 7
III. Conclusion..............................12
Practical recommendations.....13
References.....14
Applications
Ever since a man learned how to plow,
Decorate the house and yard, he felt the desire
And he began to plant around himself for beauty
Trees and flowers to your liking.
Jacques Delisle
Introduction
The school yard is business card school, requiring constant and purposeful work on improvement. The problem of the state and well-being of the school yard has a deeper ecological significance than it seems at first glance. According to existing sanitary standards, each educational institution must have a pronounced green buffer zone that protects these objects, which are special in their purpose, from a polluted environment.
Exists good proverb: "A person is greeted by clothes, escorted by mind." Therefore, the appearance of the school and the surrounding area is of great importance, but it must be not only beautiful, but environmentally friendly. After all, this is where we spend most time. These are sports activities, and recreation during breaks, and holding cultural events, and cleaning up territories. The environmental situation affects our health and the body as a whole.
Hypothesis: the creation of landscape design elements on the school territory can attract the attention of students and their parents to the environmental problems of the school territory and increase the social activity of the population.
Relevance of the chosen topic: landscaping plays important role in human life - beautifully arranged flower beds, small forms, landscape elements affect the mood of a person, his health and mood, create a favorable microclimate. This project allowed to touch the historical past of the school, its present and future. Work in this project made it possible to develop an active life position, as well as to realize the abilities of artists, designers, gardeners, and researchers.
The purpose of the study: to clarify the impact of creating single complex landscape design of the school territory for the successful implementation of the program of environmental education of students and increasing the social activity of the school.
Research objectives:
find out the opinion of school students and village residents about the need to improve the school area;
to study the ecological state of the school territory;
get acquainted with the basics of floriculture and landscape design;
develop a design - a project of the school yard;
carry out a phased implementation of the project activities for the improvement and landscaping of the school yard.
Object of study: modern forms landscape design.
Subject of study: the possibility of creating elements of landscape design in the school area, taking into account its environmental features.
Place of study: school territory MBOU Gorkinskaya secondary school
Terms of the study: from September 10, 2012 to March 05, 2013.
Research methods:
sociological survey;
analysis of popular scientific literature on landscape design, teaching aids forestry and soil science;
research (determination of soil acidity, its fertility and the degree of illumination of the planned areas of the landscape);
Practical activities.
Expected results
Short term results:
Analysis of the results of a sociological survey of the population of the village, teachers, students, parents.
Obtaining information about the state of dendroflora in the school microdistrict by analyzing the passport of green spaces.
Determination of the best drawings of the school flowerbed design competition "Schoolyard of my dreams".
Landscaping and landscaping of the school site: laying out flower beds, renewing plantings of shrubs, trees, etc. Maintaining cleanliness and order on the school territory.
Acquaintance of students with the basics of floriculture, mastering agrotechnical methods of growing plants.
Long term results:
Increasing the social activity of students and parents.
Formation of ecological consciousness and responsibility among schoolchildren and parents.
Formation of skills in practical environmental work and research activities.
Improving the ecological state and aesthetic appearance of the school territory.
Formation personal qualities students: purposefulness, diligence, tolerance.
Increasing the motivation and self-esteem of students, the formation of the ability to make choices and comprehend both the consequences of this choice and the results of their own activities.
II. Main part.
Description of the research object.
On the territory of the former estate of Bazilevsky, a set of works was carried out on ecological and floristic research: floristic and biomorphological analysis of tree plantations, sanitary-hygienic and aesthetic assessment of tree species, identification of lichens as indicators of the ecological state of the environment.
We have described soils, topography and forest vegetation. Determined the types of trees growing in the park with. Gorki.
Growing in the park:
Kinds
Quantity
Acacia
37
birches
64
Hawthorn
1
Larch
1
Rowan
2
Lilac
3
Rose hip
48
Hemp
19
Among the trees, lindens and birches predominate. Maples and aspens are in 3rd and 4th places respectively
On the territory of our school there are flower beds, which are located next to the school. Planted flowers, despite care, develop poorly, and flower beds do not always have an attractive appearance. They are located on the southwest side of the school building and sunlight not enough .. The soil on them is not structured, sandy, water quickly evaporates after rains. It was decided to study the composition of the soil and improve soil quality, create a landscape design with planting plants that not only can grow in such conditions, but also diversify the species composition of trees and shrubs in the school park.
A well-maintained school territory can be a platform for the implementation of a program of environmental education and education for children and adults who will be included in practical activities for improvement and will take part in mass environmental events.
2.1. Fundamentals of landscape design.
Landscape architecture today is understood as a special kind of architectural activity aimed at creating a harmonious and expedient environment for human life.
For these purposes, landscape architecture uses such material means that have always existed in nature (relief, water, vegetation, etc.) and subject them to the necessary transformations. All components of the landscape are closely interconnected, their state and development depends on specific natural conditions, from the impact of human economic and social activities. All this has to be taken into account in the work of a landscape architect.
Floral and decorative design is a part of landscaping and in most cases is inextricably linked with tree and shrub plantations. Flowers should be planted when the territory is fully landscaped, paths and platforms are laid, trees and shrubs are planted, lawns are sown. The art of floral design is to get the greatest decorative effect at the lowest cost. Flower gardens are the most expensive and labor-intensive of all forms of landscaping. They are placed in the most prominent, ceremonial places, along the paths, at the intersections of the main alleys, and in such a way that the assortment of flower crops ensures continuous flowering for a long time.
2.2. Flora of the school site as an element of landscape design.
Beauty is the fruit of constant inspiration generated by hard work. (Delacroix)
For the design of the school site, we chose a landscape style. It is from this style that we can borrow the techniques of optically increasing space and enhancing its depth, which is extremely important for a modern park that is small in area.
The theme of untouched, but only slightly "corrected" nature, simplicity and naturalness gives rise to romanticism, sentimentalism. The nature of the park compositions is consistent with the surrounding area, and the boundaries of the site are masked if possible. What's especially important about landscape style is that it causes less disruption and blends better with the surrounding landscape.
2.3. Lawns. The lawn gives the site a well-groomed and tidy appearance, creates a calm general background that is pleasant to the eye, ideal for any flowers and plant compositions. Against the background of the lawn, the color and shape of the flowers are especially pronounced (Appendix).
2.4. Types of flower beds.
A flower garden is a very powerful technique for highlighting any area of \u200b\u200bthe area, which allows you to organize overall plan plot, revive the monotonous spring and autumn landscape. Floral arrangements should be properly planned and evenly spaced. Flower beds can have different sizes, shapes, compositional solutions, flower combinations of ornamental plants, depending on the purpose and location. The elements of floral design of the regular style include flower beds, borders, borders, parterres.
2.5. The use of landscape design for educational purposes.
Elements of landscape design can be successfully used for educational purposes. For example, the creation of the Darwin site makes it possible to observe the development of the sequence of plant colonization in natural conditions. An ethnographic corner is an important element of the local history component of the education of schoolchildren
3. Practical part.
3.1. Stages of project implementation.
Getting started, we analyzed the situation at the moment in order to identify the most important problems that require prompt solutions. After the problems were identified, work was carried out to identify the most important of them - the artistic design of the school yard. In November 2012, the contest "Auction of Ideas" was launched for the best drawing and mini-project for the improvement and landscaping of the school yard for students in grades 3-8. The presented mini-projects determined the main stages of the direction for the improvement of the school yard:
- Creation of flower beds using modern elements of landscape design;
- renovation of the sports ground;
- renewal of the dendrological section of the territory;
- restoration of the grass cover of the territory;
- organization of maintenance of cleanliness and order in the territory;
Work on the implementation and redevelopment of the school territory will begin with the adoption in 2013 of the project "Improvement and landscaping of the school territory of MBOU Gorkinskaya secondary school", which will be implemented for 3 years. The primary task for the implementation of our idea was to conduct a sociological survey of the population and students of the school on the subject of personal attitude to the improvement of the area around the school. 48 people were interviewed. At statistical analysis questionnaires, it turned out that 94% of the people surveyed believe that after the improvement, the school territory will become much more attractive and cleaner, and 60% are ready to assist in the implementation this project and in the future. Only 3% of respondents indicated that they do not like the design of the territory after improvement, as it will attract more visitors to the school area, making it more crowded and noisy.
Diagram 1. "The results of a sociological survey of residents on the subject of attitudes towards the improvement of the school territory."
13 EMBED MSGraph.Chart.8 \s 1415
We attached great importance to the study of literature on landscape design. A beautiful dress begins with a pattern, and a beautiful section begins with a sketch drawn on a piece of paper. The school announced a competition for sketches of the school site, which the schoolchildren developed taking into account the illumination of the territory, the composition of the soil, species diversity flower and ornamental plants. Parents also took part in this process. After discussing the sketches at a meeting of the School Council, the best ones were selected, which contained new elements of landscape design - vertical gardening, beautiful flower beds, lawns.
"The results of the study of acidity and qualitative composition of the soil of the school territory
In order to determine the fertility of the site adjacent to the school, the following indicators were investigated: the amount of humus, the amount of water; mechanical composition; water permeability; breathability; soil acidity.
method for studying the content of humus and water in the soil.
From a depth of 15-20 cm, a soil sample weighing 100 g was taken, scattered in a thin layer on a sheet of plywood. Left for 3-5 hours in the sun. After drying, they were weighed, then they were calcined in a porcelain cup until the smoke ceased to come out and weighed again. So the amount of humus and water was determined. Humus - 20%, water - 30%
2. methodology for studying the mechanical composition of the soil
Name
soil
Definition on
touch
Wet soil rolling
Wet soil cutting test
A test for the density of dry soil.
Sandy
Noticeable grains of sand
Doesn't roll into a ball
When cut with a knife, the soil crumbles
The soil is loose
sandy loam
grains of sand are felt, a little smeared
Rolls badly into a ball
When cut with a knife, the cut surface is rough
The soil consists of small, but very fragile lumps.
loamy
Smeared, grains of sand are barely palpable
rolls into a ball and into a "sausage", when bent, the ring bursts
cut surface slightly rough
The soil is made up of very hard lumps.
clayey
It smears, grains of sand are imperceptible
It rolls well into a “sausage”, which does not break when bent
Surface slightly shiny
Lumps of soil are very dense, hard to knead
3.Soil study for air permeability
Air permeability is an important indicator of soil fertility. air is necessary for the roots of plants, like humus, mineral fertilizers and water. The fact that the soil contains air can be easily proved. If you take a handful of dry soil and pour it into a glass of water, it is noticeable that a large number of gas bubbles come out of the soil. it releases air. The results obtained are only visual, do not have digital confirmation.
Soil testing for water permeability.
This property of the soil, as a porous body, absorbs and passes water through itself. Water permeability is measured by the volume of water in mm of water column passing through a unit area of the soil surface per unit time. The value of water permeability can be determined by the Kaczynski scale. Experiments were carried out with soil cuts in glass cylinders 50 cm high, so the results are approximate:
Water permeability mm water column in the first hour of absorption
grade
Over 1000
Failed
1000-500
Too high
500-100
The best
100-70
Good
70-30
Satisfactory
Less than 30
Unsatisfactory
4.study of soil acidity
The acidity of the soil in the area adjacent to the school was determined as follows.
In a test tube, 4-5 cm of potassium chloride was added to 3-4 g of soil, after which the mixture was shaken for 3-4 minutes, then settled. After the solution brightened, 1 cm of this solution was taken with a pipette, placed in a porcelain saucer and 1-2 drops of indicator - litmus were poured. Using the color scale, we set the acidity in the selected samples.
Determination of soil acidity by the composition of the vegetation cover.
Soil acidity
plant composition
acidic soils
White-bearded protruding, small sorrel, Ivan da Marya, horsetail, medium plantain, oak speedwell, long-leaved speedwell, red pikulnik, field toriza, caustic buttercup, field mint, popovnik, creeping buttercup
Slightly acidic and neutral soils
Fragrant chamomile, creeping wheatgrass, red clover, creeping clover, common boletus, field bindweed
determination of soil fertility by its color and plant productivity.
color
fertility
Black
humus, fertile
dark gray
medium humus, medium fertile
Gray
low-humus, infertile
Conclusion: The soil is sandy, breathable water permeability is excessively high, acidic, dark gray. Our school is surrounded on almost all sides by trees that protect it from dust and wind. Dead trees were cut down, old shrubs were uprooted and dry branches were pruned. In the summer of 2013, the students will lay the "Ethnographic Corner", work will be intensified on the creation of the "Ecological Path", which will create favorable conditions for improving the educational and cognitive activities of schoolchildren.
3.2. The results of the implementation of the project of landscaping and improvement of the school territory.
During the implementation of the project, the following works were performed:
1.Organized Team work students, parents, teachers to conduct the main activities of the project (formed creative groups in different areas of activity, at the preparatory stage, a landscape organization of the school territory was carried out, plants for gardening were selected); 2. Information was collected and a survey of schoolchildren, parents and teachers was carried out to assess the implementation of the project on landscaping and improvement of the school territory;3. Trees were pruned, dead trees and shrubs were uprooted, 4. Cleaning of the school area from household waste was carried out (school-wide subbotniks were organized); 5. The acidity and qualitative composition of the soils of the school territory were studied;
6. A sketch of the landscape design of the school site was drawn up; 7. Explanatory work was carried out among students 8. A competition was held for the best sketch of the landscape design of the central flower beds; 9. Seedlings will be planted for planting perennial flowers 10. A competition of sketches of the school territory was held 11. Sports facilities on the school territory were painted;
III. Conclusion.
At school, everything should be permeated with the desire for beauty. Children need to be taught to feel, understand, appreciate and, most importantly, create beauty. It is necessary to make sure that the school premises and the school grounds are attractive, somewhat magical. The implementation of this project helps create conditions for the use creativity students and the involvement of school students in the process of design transformation of the world.
The school area is effective continuation and addition to the traditional educational process, experimental and research activities.
In the fresh air, mass extra-curricular activities are held: school-wide lines and sports competitions.
At any time of the year, environmental work is carried out in the school yard: in the fall, feeding troughs are hung, environmental clean-ups are held; in winter, the guys feed the birds; in the spring, the species composition of vegetation is updated, environmental propaganda is carried out among students and the adult population of the microdistrict. In the summer, schoolchildren undergo labor practice on its territory (cleaning the territory, caring for plants). Students attending a summer school camp hold pavement drawing competitions, sports competitions and relay races, “lessons” to learn the rules of the road.
These forms of work with students combine not only elements of education, but also significantly expand the horizons of schoolchildren, strengthen intersubject communications and contribute to the development of curiosity and observation of students. Thus, our school yard makes its own contribution to the formation of the need to communicate with nature.
Such territories are the future in teaching new generations. From the personal participation of everyone in the movement for peace and for a healthy biosphere depends on what the face of the Earth will become and where humanity is at the moment: at the beginning or at the end of its journey into the future.
Practical recommendations:
Proceed research work on the study of the ecological state of the school territory (acidity of the soil, illumination, the state of the dendroflora);
Organize field trips around the school practical work students: phenological observations, description of natural and anthropogenic landscapes, study of the influence of anthropogenic factors on the state of plants, species composition of plants;
To intensify the work of the "Ecological Path", to create an "Ethnographic Corner" as a local history component of the landscaping project;
Lay a rose garden, sirengarium in the school yard;
Cover the stages of project implementation in the media, conduct propaganda work among local residents in order to attract attention and promote the improvement and environmental improvement of the school territory.
Continue the implementation of the project in accordance with the plan for the improvement of the school territory.
Bibliography:
Avadyaeva E.N., Russian landscape design / OLMA-PRESS, 2000.
Grekhova L.I. In union with nature. - M. - Stavr., 2002.
Dobbs L., Wood S., Garden culture: design, plant selection, gardening / A practical guide / Per. from English. - M .: Publishing house "Niola 21st century", 2002.
. Tutorial. BelSU, 2007, p.98
Photos from Internet sites are used in the work: [ Download the file to see the link ],
[ Download file to view link ], [ Download file to view link ].
Avadyaeva E.N., Russian landscape design
Grekhova L.I. In union with nature
Dobbs L., Wood S., Garden culture: design, plant selection, gardening
Trubitsin M.A., Gabruk N.G. Workshop on Environmental Chemistry
Trubitsin M.A., Gabruk N.G. Workshop on Environmental Chemistry
Trubitsin M.A., Gabruk N.G. Workshop on Environmental Chemistry
13 PAGE \* MERGEFORMAT 141915
Root EntryArial Cyr
MKOU Vekovskaya main comprehensive school
Gus-Khrustalny district of the Vladimir region
Project
"Landscape design of the school site"
Association "Flowering"
MKOU additional education children
Center for Additional Education for Children of the Gus-Khrustalny District
Vladimir region
Supervisor:
Kopylova Elena Anatolievna
year 2012
Table of contents:
І. Introductionpage3
Explanatory notepage3
Relevance and importance of the project
II. PROJECT RATIONALE page 4
III. GOALS AND OBJECTIVES OF THE PROJECT
3.1 Goals page 4
3.2 Tasks page 4
3.3 Key competencies that the project generates page 4
4.1 Project stages page 5
4.2 Project implementation plans page 5
4.3 Landscaping and gardening page 5
4.4 Execution of project steps page 7
4.5 Project implementation page 7
V . Conclusion page 8
І. Introduction
School is a second home. Coming to school, we want to feel comfortable, feel the beauty and feel proud of our favorite school.
At school, everything should be permeated with the desire for beauty, therefore, at present, much attention is paid to the improvement of the territories adjacent to educational institutions. Children need to be taught to feel, understand, appreciate and, most importantly, create beauty. Everything must be done so that the very premises of the school, its territory are attractive, somewhat magical. In the school and around it, every square meter should work for the upbringing of the student.
Our school is located on the territory of Vekovka station in the Gus-Khrustalny district of the Vladimir region. The station currently has over 800 residents. Our school was built in 1994 on a swampy area, a six-meter backfill was made for this, the School was surrounded by a wasteland. For a long time, soil had to be carried out of the forest in order to speed up the process of settling the territory with vegetation, so the problem of landscaping the territory has been relevant since the first days of its existence.
EXPLANATORY NOTE
One of the activities of the school is the patriotic and environmental education of schoolchildren. The school yard and school territory have become an effective means of forming the ecological culture of students, the formation of their new civic consciousness. We consider this work as part of the system of social development of the individual. A holistic perception of nature, namely such a perception is developed by the school territory, opens the way to a new worldview, awareness of the role and place of one's self. Much attention is annually paid to the improvement of the school territory, repair and creation of comfort inside the school. The level of general culture of the rural population is practically absent ecological culture. Beauty should surround a person everywhere: on the streets of the village, in relationships with the outside world. First of all, the school is engaged in the education of beautiful thoughts and deeds, but this should accompany the child even when he leaves the school. To bring up a beautiful personality, beauty must be made an integral part of the life of the settlement.
When conducting a survey among schoolchildren, it was revealed. That the school grounds need to be changed. A design competition for school grounds was proposed. The work of Medvedeva Alina, who later became one of the authors of the project "Landscape Design of the School Plot", won.
II. PROJECT RATIONALE
The peculiarity of the location of our school is that it is always in the field of view of fellow villagers. The school staff bears a great responsibility to educate students and their parents in respect for their village, the development of aesthetic taste and the ability to appreciate beauty. Therefore, in MKOU Vekovskaya School, a system of education of students has developed, an important part of which is to instill in students a love for their small homeland, nature and work.
The educational system makes it possible to successfully solve the problems of teaching schoolchildren various labor skills and abilities, to enrich them with new knowledge about plants and the technology of their cultivation. The territory of our school is vast and diverse. In addition to the school building, there is a monument to the fallen soldiers during the Great Patriotic War, created by the hands of students of the school.
III. GOALS AND OBJECTIVES OF THE PROJECT
3.1
Goals:
1. creation of an aesthetically and environmentally attractive space near the school;
2. improvement of the ecological situation in the school and in the territory adjacent to it due to green spaces and flowers;
3. education of diligence, love for one's school, respect for nature;
4. development of research activities of schoolchildren;
5. development of creative abilities of students;
6. formation of healthy lifestyle skills.
3.2
Tasks:
1. Draw students' attention to the solution actual problems schools.
2. To form in students a sense of responsibility for the school, the ability to implement concrete steps to improve and improve the school and its territory.
3. Form for each participant pedagogical process internal need to protect and increase natural wealth, create and maintain beauty around oneself, develop an aesthetic and emotional attitude to nature;
4. Involving teachers, school students and the parent community in improving the aesthetic design of the school.
5. Teaching schoolchildren practical ways and methods of landscaping, introducing modern achievements in the field of landscape design;
6. To form an active life position among the participants in the educational process, to be indifferent to the fate of their small homeland.
3.3 Key competencies that the project forms
During the development and implementation of the project, the following competencies of students are formed: Subject: Gaining knowledge about landscape design, plant ecology, soil properties, and the basics of crop production.
Supra-subject: Formation of skills to apply various methods research (observations, comparisons, definitions), work with different sources of information, depict information in different models.
General: The ability to update the problem and offer different ways to solve it. Ability to predict future activities for the implementation of the project.
IV. CONTENT AND STAGES OF THE PROJECT
4.1 Project stages
The first stage - February-March:
students develop projects for the improvement of the school territory, landscaping and rational use of the school site, growing seedlings of flowers.
The second stage - April - May:
-preparation of planting material - flower seeds;
- growing seedlings;
- preparation of inventory;
-spring tillage;
- work on the improvement of the school territory and the area adjacent to it;
Pruning shrubs;
-spring planting (implementation of projects).
Third stage - June - August:
planting care at the school site: watering, weeding;
The fourth stage - September-October:
seed collection;
autumn tillage;
autumn plantings of bulbs;
Autumn Festival, exhibition of flowers, crafts made from natural materials; Winner's reward ceremony.
4.2 Project implementation plans
Work on the improvement of the school territory consists in leveling the soil, cutting down dead trees in the summer of 2010 and planting new ones, forming lawns and flower beds, etc. We will have to carry out these tasks on our own, as well as with the help of school employees.
The work done on the implementation of this project leads to the fact that the school becomes modern and attractive. educational institution.
Of course, we cannot do without the help of adults. Therefore, we will involve parents and school staff in this work.
4.3 Landscaping and gardening.
Landscaping and landscaping mean not just planting trees, shrubs or flowers, but a well-thought-out design project, made taking into account many factors. We all love and appreciate nature, its beauty and fresh air. Many people like to spend as much time as possible in nature. Landscape design is an art, and, like any art form, it has its own rules and nuances.
To create not only a beautiful appearance of our site, the school is engaged in landscaping.
Landscape gardening is a complex various works, allowing to improve the ecological state of plants, thanks to which they will delight us with their bright colors for a long time, and create an atmosphere favorable for humans. Proper planting of trees helps to increase oxygen in the area, trap dust and significantly reduce noise. We understand that landscape design must fully meet all the needs for comfort and beauty, because outdoor recreation should bring peace and aesthetic pleasure every day. Landscaping and landscaping begins with the design and selection of appropriate planting material and lawn. Flowers are an ideal and versatile tool in landscape design. They gave our schoolyard a unique charm.
Flower beds have become elements of the decor of the school, serve as a wonderful decoration. In winter, we calculate the number and type of plants that are needed for planting, grow seedlings and plant them according to the pattern and color scheme. We design flower beds in such a way as to provide extraordinary in their splendor, as well as their long-term flowering.
We admire annual and perennial phloxes, petunias, marigolds, zinnias, annual dahlias of various colors, Turkish carnations, iris, goldenrod, chrysanthemums, hydrangeas, asters, tulips, daffodils, lilies. Landscaping of the school territory brings an aesthetic aspect to the ecological education of schoolchildren: it pleases the eye with a variety of forms, a combination of colors and shades. Floral arrangements from a bright yellow marigold terry carpet attract everyone's attention. The best way tidy up the area - planting trees. A birch alley near the school was planted with a biology teacher. The main principle of school landscape design is the use of improvised materials. Everything will be used: stones, car tires, plywood, wood, etc.
We have taken only the first steps to implement our program and we already have results. First, we dug up the area for planting flowers. Then we made large flower beds and planted flowers in them, which decorated the school grounds until frost. In general, the project for the improvement of the school territory should include not only landscape solutions, but also the laying of communications (watering, lighting). After all, the care of the school territory requires constant attention and accuracy, which allows it to maintain its grace and superiority. Our project is conceived for all students of the school. The implementation of the project is of great value for teachers, parents and all residents of our village. Why? First of all, because our school is becoming a beautiful socially significant place in the village, it attracts with a variety of flower and decorative cultures, in a word, a cozy recreation area. Next year we will try to update the territory: to do something interesting and unusual. Of course, we still do not have enough experience, design skills, we are engaged in landscaping without financial investments, although, as you know, any landscaping requires financial costs.
4.4 Implementation of project stages:
Stage 1. Identification of the problem.
On April 1, at the school-wide lineup, the project "Improvement of the school territory" is launched. Classes during the week are invited to discuss on classroom hours, to offer ideas for the improvement of the school territory. Biology teacher Kopylova E.A. together with the students of the "Flower Growing" association, we studied the ecological state, species composition, soil features of the school territory.
Stage 2. Solutions.
The students developed projects for the improvement of the school territory, landscaping and rational use of the school grounds; conducted an assessment of the state of the environment.
Development of an action plan.
We made a schedule for the participation of classes in the implementation social project for the improvement of the school territory (responsible head of the association "Flowering" biology teacher Kopylova E.A.).
Stage 3. Our results.
Application. Presentation.
4.5 Project implementation
The guys responsibly approached the implementation of their plans. The guys from the Floriculture association grew seedlings of flowers, landscaped the school's recreation areas. The look of the school has changed, it has become cozy and beautiful. A project for the improvement of the school territory was successfully implemented: trees and shrubs were trimmed, the placement and design of flower beds was thought out. Flower arrangements made of a bright yellow marigold terry carpet attract the attention of fellow villagers. May 9, 2012 rally, dedicated to the day Victory, passed by the beautifully decorated monument to the soldiers who died during the Great Patriotic War.
Landscaping and landscaping campaigns in our school are held annually, students in grades 1-9 participate in them.
V. Conclusion
We have identified the relevance of our problem, the goals and objectives of the project, which we have to solve in the future. The relevance of this problem for our school is dictated by time, in the education of children's ethical taste, the formation of a sense of responsibility for their school and the desire to change the face of the school for the better. "The theater begins with a wardrobe, and a school with a school yard, because the yard is the face of the school." We will do everything so that the appearance of our school has an aesthetic appearance, and this is what instills in children a taste, a perception of beauty. The value of this work lies in the following:
1. Acquisition of experience in the improvement of the school and adjacent territory by students without financial costs.
2. Conducting consistent and purposeful work on environmental education.
3. Development of mutual assistance, support, mutual assistance, friendly relations among adolescents.
MUNICIPAL STATE EDUCATIONAL INSTITUTION KLEPOVSKY SOSH
Regional ecological and biological competition
students and teachers
"Young explorers of nature - native land»
"Landscape design of the educational and experimental and school site"
"Landscape design of the school yard"
Illarionov
Tatyana Ivanovna Grade 9
MKOU Klepovskaya secondary school
Supervisor:
Korobova
Elena Alexandrovna
senior counselor
MKOU Klepovskaya secondary school
S. Klepovka
2013 - 2014
I. Introduction……………………………………………………………..…..3
II. Main part
1. Description of the research object……………………….…….……..…6
2. Studying additional literature………………………………6
2.1. History and basics of landscape design…………………………4
2.2. Applied Soil Science……………………………..…………….9
3. Practical part
3.1. Project Implementation Stages………………………………………..…12
13
III. Conclusion………………………………….…...................................................15
References………………………….……………………………..…16
Application…………………………….…………………………………..17
Introduction
The school yard is the visiting card of the school, requiring constant and purposeful improvement work. The problem of the state and well-being of the school yard has a deeper ecological significance than it seems at first glance. According to existing sanitary standards, each educational, preschool or recreational institution must have a pronounced buffer green zone that protects these objects, which are special in their purpose, from a polluted environment.
Great importance has the appearance of the school and the surrounding area, but it must be not only beautiful, but environmentally friendly. After all, this is where we spend most of our time. These are sports activities, and recreation during breaks, and holding cultural events, and cleaning up territories. Atmospheric air is polluted by a whole complex of various chemical substances. The green areas of the school area are able to absorb many substances, thereby playing the role of living filters. The healing role of plants in the school area is manifested, first of all, in the fact that they secrete specific substances - phytoncides. These substances can inhibit the development of harmful pathogenic bacteria, microorganisms. The green areas of the school site regulate the air humidity. This is especially important for the microclimate of the school yard, because. air humidity in summer days, as well as at the end of spring and at the beginning of autumn it is very insignificant. Even small areas of greenery inside the school yard create more favorable microclimatic conditions. Here you can read, conduct observations of biological objects located nearby, organize classes in a naturalistic circle, and finally, just relax. Flower gardens can serve as a living teaching aid in the study of various topics in botany and ecology courses. The simplicity of the style allows you to create compositions yourself, use them in extracurricular and academic work to see the beauty of native nature.
Relevance of the chosen topic.
Landscaping plays an important role in a person's life - beautifully arranged flower beds, landscape elements affect a person's mood and health. Working in this project makes it possible to develop an active life position, as well as to realize the abilities of designers, gardeners, and researchers.
Objective of the project.
Creation of "landscape design" in the area around the school.
Formation of knowledge and skills through the organization of independent practical activities of students.
Research objectives:
development and implementation of a plan for landscaping and landscaping the territory of the school yard;
dissemination among students of knowledge about landscape design;
learning skills communicative culture, work in a team;
development of analytical skills and critical thinking skills;
formation of a sense of civic responsibility in solving urgent problems of the local community.
Object of study: modern forms of landscape design.
Subject of study: the possibility of creating elements of landscape design in the school area, taking into account its environmental features.
Place of study: school territory MKOU Klepovskaya secondary school.
Research methods :
sociological survey;
analysis of popular scientific literature on landscape design, basics of soil science, textbooks;
practical activities.
Expected results
Short term results:
1. Analysis of the results of a sociological survey of teachers, students, parents.
2. Landscaping and landscaping of the school area: laying out flower beds, organizing a playground. Maintain cleanliness and order on the school grounds.
3. Acquaintance of students with the basics of floriculture, mastering agrotechnical methods of growing plants.
Long term results:
1. Increasing the social activity of students and parents.
2. Formation of the skills of practical environmental work and research activities among project participants.
3. Improving the ecological state and aesthetic appearance of the school territory.
4. Formation of personal qualities of students: purposefulness, diligence.
II.Main part.
1. Description of the object of study.
Our school was built in 1961, in the same year a garden was laid out at the entrance to the school and poplars were planted around the perimeter. For the flower garden located near the school, new types of flowers are selected annually.
Our school is surrounded on almost all sides by trees that protect it from dust and wind. Many trees in the garden, apple trees, pears, lindens, cherries, plums delight with abundant flowering in spring, and in autumn with fruits and berries. During breaks, students like to relax in the shade of trees. Benches were built from logs in the garden. The garden is over fifty years old. Systematic pruning, fertilization and pest control, birdhouses in spring and feeders in winter all help to keep the garden in good condition. But part of the garden could not be saved, the trees had to be uprooted. On the site of this site it is planned to break another flower garden. In addition to flower beds, it was decided to use decorative elements of landscape design. A well-maintained school territory can be a platform for the implementation of a program of environmental education and education for children and adults who will be included in practical activities for improvement and will take part in mass environmental events.
2. Study of additional literature.
2.1. History and basics of landscape design
The history of landscape design originates from the heyday of the states of Assyria and Babylonia (the State of Mesopotamia). This period is characterized by construction on terraces. These are artificial bulk platforms that rise above the surface of the streets. The "Hanging Gardens" of Babylon were especially famous. The gardens were a series of towering terraces. Trees were planted on the lower terraces, while shrubs and flowers were planted on the upper ones. The idea of creating terraced gardens, or " hanging gardens' has been quite fruitful.
The term "landscape architecture" first appeared more than 100 years ago in the United States, in connection with the organization of the first national parks there. He came to Europe much later. The cultural landscape is the result of the co-creation of man and nature. Landscape art is a part of culture, and a peculiar system of values has its own history.
Landscape architecture in Russia has a long history. Moscow has long been the center of horticulture. From the Moscow gardens, the Kremlin "hanging" gardens created on the roofs of outbuildings are known. Already in the first gardens, Muscovites used decorative plants brought from abroad (tulips and roses), from trees they preferred “their relatives” - pines, lindens, oaks, birches. The pearls of Russian park construction include: Summer garden, gardens of Pushkin (Tsarskoye Selo), Pavlovsk, Peterhof, Kuskovo, Arkhangelskoye and many others.
Fundamentals of landscape design
Landscape design is a special type of activity aimed at creating an artificial environment for human life by active use natural components (relief, water, vegetation).
Landscape design includes such concepts as: small architectural forms (fences, garden furniture); greenhouses, vegetable gardens, ornamental and fruit trees; lawns and flower beds, decoration of balconies, terraces, verandas, windows, entrances; tools, devices for plant care, as well as means of protection and fertilizers.
This is a whole complex of measures for the improvement of a land plot, involving a structured approach to garden design, including its clear layout, fundamental transformation, taking into account soil and climatic factors.
The specifics of landscape design - use natural materials: vegetation, water, stones, earth, including features of the topography of the area.
The school district is a dynamic structure that changes over time. This circumstance should be taken into account in advance - even at the design stage.
The layout usually includes the division into separate plots of land for the intended use, the laying of paths, the equipment of seating areas, the arrangement of rock gardens, flower beds, and so on. The main task in creating green areas of the school yard is to maximize the use of the natural landscape of the area, given by nature itself.
Regardless of whether the school yard is equipped or the territory is just to be developed, all actions in the field of landscaping must be subject to design ideas. At the same time, it is not the sequence of actions that is in the first place, but how much the rules and architecture are observed when breaking down the sections. Landscape architecture involves the rational use of the land and the organization of plantings in it, as well as the creation of interesting compositions and original color solutions, the competent placement of paths, the arrangement of rockeries or alpine slides, lawns, and so on.
A flower garden is a very powerful technique for highlighting any area of \u200b\u200bthe area, which allows you to organize the general plan of the site, revive the monotonous landscape in spring and autumn. Floral arrangements should be properly planned and evenly spaced. Flower beds can have different sizes, shapes, compositional solutions, flower combinations of ornamental plants, depending on the purpose and location. The elements of floral design of the regular style include flower beds, borders, borders, parterres.
The principal character of the school yard will be given by design elements. There are 2 main groups of such elements - construction and replaceable.
Building (architectural) elements are fences, paths, curbs, etc.
Replaceable elements are containers and flowerpots for plants, artificial objects and other decorative details. Often they serve not as the main, but as a secondary touch, completing the already created picture.
Having studied additional literature, we concluded that the following forms of landscape design will look most advantageous on our site:
Vertical gardening can be applied in the garden, using dried trees to support climbing perennials;
We have a rock garden - it looks good at the threshold of the school, we need to add a few perennials;
For many years, a flower bed has been laid out at the windows of our school, every year it is simply planted with various annuals, but this year we want to apply new forms of flower bed design using perennials and climbing plants.
2.2. Applied soil science.
Soil is a complex system, a special habitat not only for plants, but also for animals and bacteria. Here, as nowhere else, one can see how closely the factors of animate and inanimate nature can be interconnected.
The soil has several important characteristics on which the "well-being" of plants growing on it depends. These are the mechanical composition, water and air regimes, acidity, fertility.
Soil composition
According to the mechanical composition, soils are divided, roughly speaking, into three types: clayey, loamy and sandy, and between these types there are several transitional forms. It is not difficult to determine whether the soil belongs to any type: to do this, it is enough to moisten a small amount of it with water and try to roll a cord out of the resulting mass. If the cord does not roll or rolls off with great difficulty- so you are holding a sample of sandy soil, or sandy loam, respectively.
If the cord is crushed during rolling, it is light, and if it is solid and can be closed into a disintegrating or solid ring, it is heavy loam or clay. Many depend on the mechanical composition important properties soils, such as water permeability, air regime, etc.
Perhaps the most "successful" soil is light or medium loam.
Plant selection
You can try to change the mechanical composition, but this is a very laborious process, so it is better to choose plants that will grow well on this soil.
Junipers, black pine, Kuril tea, grass carnation, caustic stonecrop, tar, thyme, gypsophila, chamomile aster, catnip, spring adonis, beetroot, cat's foot, evening primrose, seaside armeria are suitable for sandy soils.
Hawthorn, cotoneaster, hostas, roses, mock orange, iris, maple, barberry, medicinal sage and others grow well on clay soils.
Soil acidity .
Another important characteristic of the soil is its acidity. Some plants, such as rhododendrons and azaleas, need increased soil acidity, while others (many rock plants), on the contrary, die on them.
Soil acidity can be determined in several ways. The easiest is to buy a special electronic pH meter with a metal probe, which you just need to stick into the ground in the right place.
If there is a thin green “pattern” of moss on the surface of the soil, if the oak veronica, fragrant spikelet, creeping ranunculus, mint, sedge, large plantain, toritsa, tricolor violet, horsetail, oxeye, pike, grow and reproduce well, then the pH of the soil is in the range from 3.0 to 5.5 is an acidic soil. Its sign is also a "rusty" honeycomb of water in the grooves and a white, ash-like layer at a shallow depth. In this case, we would have a unique opportunity to create a moss garden on our site, and when lime is added to the soil (achieve a pH of 5.5), we can grow lupins, azaleas, rhododendrons, heathers and lingonberries. Tomatoes, carrots, radishes, turnips and pumpkins will feel good on such soil.
If among the weeds there are a lot of bindweed, mountaineer, clover, alfalfa, coltsfoot, sow thistle, wood lice, wheatgrass, burdock, odorous chamomile, then the soil has a slightly acidic reaction (5.0-6.7). This is a good soil for roses, primroses, gillyflowers and chrysanthemums, and eggplants and zucchini, peas and beans, cucumber, cabbage, spinach, etc. will give a rich harvest from vegetables.
On neutral soil (6.0-7.5), quinoa, goutweed, red clover and nettle grow. The abundance of nettles on the site is generally a good sign - its roots have a beneficial effect on the formation of black humus. After all this has come out, you can safely plant beets, almost all types of cabbage, peppers and onions. And garden flowers will feel good.
Alkaline soil (7.5-9.0) is preferred by poppies, goose foot, and horned foot. Aquilegia, periwinkle, tulips, levkoy, honeysuckle, clematis, barberry, cotoneaster, lavender, anemone, mahonia, hawthorn, peony, rosemary, lilac grow well on it. If desired, the acidity can be changed by adding lime (alkalinization) or peat.
water regime.
The water regime of the soil is closely related to the mechanical composition. If the problem with frequent drying is now being solved by frequent watering, then stagnant water is more difficult to eliminate, but only at first glance. In damp, low places, coniferous plants such as pine, fir, spruce should be planted - they will take away excess moisture, "drying" the ground. The presence of such plots is a good opportunity to make a beautiful garden of moisture-loving plants - irises, aroniki, sedges and ferns without much hassle.
3. Practical part.
3.1. Stages of project implementation.
The primary task in the implementation of our idea was to conduct a sociological survey of school students on the subject of their personal attitude to the improvement of the area around the school. Students, teachers and parents were interviewed (total 98 people). When analyzing the questionnaires, it turned out that 94% of the children surveyed believe that after the improvement, the school territory will become much more attractive and cleaner, which is 84% more than before the improvement, and 60% are ready to assist in the implementation of this project in the future. Only 3% of those surveyed indicated that they did not like the idea of territory design.
Getting started, we analyzed the situation at the moment in order to identify the most important problems that require prompt solutions. After the problems were identified, work was carried out to identify the most important of them - the artistic design of the school yard. The main stages of work on the improvement of the school yard were determined:
1. Clean up the school grounds from domestic and natural waste, trim the school garden (school-wide subbotniks are organized);
2. Install new architectural forms on the territory of the school garden: garden furniture such as benches, a table, an arbor.
3. Conduct explanatory work among students and parents;
4. Sow the seeds of annuals. Collect seedlings, cuttings for planting perennials together with their parents.
5. Determine the mechanical composition and acidity of the soil, select plants according to certain criteria.
6. Select flowerbed design sketches.
7. Learn cultivation techniques various kinds colors.
We attached great importance to the study of literature on landscape design and applied soil science.
From the whole variety of design options for the site, we chose those that, according to our calculations, would not require additional material costs. It was decided to use those materials that in our conditions turned out to be practically free.
We determined the mechanical composition of the soil - we were lucky at the school site - loam. We were also lucky in terms of soil acidity - the site has neutral soil (6.0-7.5), we determined this by the abundance of nettle, goutweed and red clover. Also, when choosing plants, we relied on the fact that the flowerbed is located on the south side of the school, most of the day it is heated by the sun. The climatic conditions have also been taken into account. last years hot summer with low rainfall. (Appendix 2) It was decided to purchase plants that are drought-resistant, sun-loving for planting in a flower bed and shade-tolerant for a garden bed.
Parents promised to help in acquiring seeds of flower plants and seedlings of perennials.
We made a rock garden last year. Stones for the rock garden were collected in the school yard. Flower seedlings were brought by parents. This year, we only need to renew plantings that have not taken root in place, plant new ones.
Last year, at the lessons of technologists from old logs and boards, the guys made such architectural forms of garden furniture as benches. They took their place in the school garden. This year it is planned to make a garden table and a gazebo.
3.2. The results of the implementation of the project of landscaping and improvement of the school territory.
In the course of the further implementation of the project, the following works have been and are planned to be performed:
1. Collection of information and a survey of students and teachers on the implementation of the project on landscaping and improvement of the school territory;
2. Cleaning of the school territory from household waste was carried out (school-wide subbotniks were organized);
3. Small architectural forms are installed on the territory of the school garden: architectural forms of garden furniture like benches.
4. Explanatory work is carried out among students and parents;
5. Seeds of annuals have been sown. It remains to collect seedlings, cuttings for planting perennials together with their parents.
6. The mechanical composition and acidity of the soil were determined, plants were selected according to certain criteria.
7. Sketches for the design of the flower bed have been selected. (Attachment 1.)
8. Agricultural technology for growing various types of flowers is being studied.
III. Conclusion.
This year we want to decorate our schoolyard not only great variety flower and ornamental plants, but also new elements of landscape design.
A beautiful, well-groomed schoolyard educates schoolchildren aesthetic feelings, love for the native land. This is a place where students acquire the basics of environmental knowledge, develop a sense of beauty.
We want to make the territory bright and beautiful, which will create a positive mood for students, teachers, residents of the microdistrict. It is planned to include new elements of landscape design in the school territory every year, expand the flower and decorative department and enrich the species composition of plants, we are raising the level of culture not only for school students, but also for residents of the microdistrict.
The project "Landscape design of the school yard" has been implemented for two years. Gradually accumulate experience in the work on the project. High school students transfer their knowledge and practical skills to younger students for further project implementation. The project contributes to the development of social activity among children and adults.
Beautiful, bright floral decoration of the school yard contributes to the manifestation and development of children's creative abilities.
Bibliography:
"Favorite dacha" filing / CJSC "EDIPRESS-CONLIGA", 2010
"My beautiful garden" binder / Publishing house "Burda", 2002 - 2008
"Flower beds" filing / CJSC "MEDIATEST", 2008
Avadyaeva E.N., Russian landscape design / OLMA-PRESS, 2000.
Anisenkova / environmental education schoolchildren, I.M. Shvets. - N. Novgorod, 1993.
Dobbs L., Wood S., Garden culture: design, plant selection, gardening / A practical guide / Per. from English. - M .: Publishing house "Niola 21st century", 2002.
Application 1.
Planting scheme.
Color types:
Astra perennial
Gladiolus
Marigold
Solnechnik
Eriophyllum
Echinacea red
Cleopsis grandiflora
Rudbeckia brilliant
Stonecrop creaker
Appendix 2
plant name | flower coloring | Decorative term | Habitat |
Japanese anemone | white, pink | Partial shade, moderately humid |
|
astilba | Partial shade, humid |
||
White, pink, red, lilac, purple | Light, moderately humid |
||
Colchicum | White, lilac | Light, wet |
|
Buzulyshk | Light, partial shade, humid |
||
Helenium autumn | Yellow, orange, red | Light, moderately humid |
|
Dahlia cultural | Light, moderately humid |
||
Gladiolus hybrid | White, pink, red, purple, yellow | light, dry |
|
Light, moderately humid |
|||
goldenrod | Light, partial shade, moderately humid |
||
Black cohosh | Shade, partial shade, moderately humid |
||
prickly | light, dry |
||
Burnet | Red, white | Light, partial shade, humid |
|
light, dry |
|||
day lily hybrid | Yellow, pink, red | Light, moderately humid |
|
blue, red | Light, moderately humid |
||
Sunflower | yellow, orange | Light, moderately humid |
|
Poskonnik | Pink, white | ||
Rudbeckia | Light, moderately humid |
||
Solnechnik | light, dry |
||
Physostegia | Pink, white | Light, partial shade, humid |
|
Phlox paniculata | White, pink, red, lilac, purple | Light, wet |
|
Blue, lilac | Partial shade, humid |
||
Chrysanthemum garden | White, pink, yellow, red | light, dry |
|
Woolly Chistets | light, dry |
||
widebell | Blue, white, pink | light, dry |
|
Eriophyllum | light, dry |
||
Echinacea | Light, moderately humid |