The main types of possible extreme situations in nature. Basic rules of behavior in an emergency. "The autonomous existence of man in nature"
During the lesson, sixth graders will become familiar with the definitions of "dangerous situation", "emergency" and "extreme situation". Learn the conditions and causes of dangerous situations.
For thousands of years, people have faced a variety of dangers. And now a person is injured and dies as a result of fires and poisoning in everyday life, criminal situations, transport accidents, and when meeting one-on-one with nature. In the modern world, the greatest danger to people is represented by human social and technological activities.
You are well aware that most of the injuries at home and on vacation are the result of our carelessness, frivolity, or ignorance (Fig. 2). Human life and health often depend on his competent and timely actions in dangerous situations. Realization of this simple truth can be the first step in mastering the art of survival in nature and society.
Fig. 2. Do not risk unnecessarily ()
Modern mowgli
You have most likely heard Rudyard Kipling's tale about Mowgli or watched a cartoon based on this wonderful tale. The story of a boy who grew up in a wolf pack is amazing. Did you know that in modern times there are also children raised by animals.
For example, in Cambodia in 2007, a woman was found growing up in the jungle (Fig. 3). A woman came to the village and tried to steal food from the peasant, but was caught on a hot one. The owner of the house took the strange dirty woman to the local police station. The police officer recognized the wild woman as his daughter, who was lost in the jungle in 1988 at the age of eight.
Rochom, that was the name of the forest girl, she lived with people for three years, but she could not get used to them. She continued to meow, learned only three words from the Khmer language: "mom", "dad" and "stomach hurts." She loved to crawl more than walk.
Fig. 3. A woman found in the jungle of Cambodia ()
In the spring of 2010, Rochom fled into the jungle, a familiar and familiar habitat. In June she was found again. The forest woman has been washed of the sewage and handed over to a team of Spanish psychologists who teach her the rules of human behavior.
An eight-year-old girl was able to survive in the natural environment, but, being deprived of human communication, she is unlikely to become a full-fledged member of society.
Earlier we mentioned hazardous and emergency situations in the natural environment. What are they? These are situations that arise when a person interacts with the environment.
Dangerous situation - this is an unfavorable environment in which harmful and dangerous factors that threaten human health and life act.
Extreme situation - this is a direct interaction of a person with a highly complex environment.
Such situations can happen to a person or a group of people in nature: in the forest, in the steppe, in the mountains, in the desert, that is, in those places where there are many dangers and no help.
The conditions for the occurrence of some of these situations may be:
Disease or damage to the human body in the natural environment (colds, migraines, fractures, bruises, poisoning, animal bites, etc.);
Another condition could be:
Sharp deterioration weather conditions (severe frosts, blizzard, blizzard, extreme heat, drought, etc.);
Forced autonomous, i.e., independent, stay in natural conditions. For example, when a person gets lost in the forest or has an accident.
For example, there are people who are fond of hunting. But there are many dangers in the forest and steppe: a hunter may be attacked by a wild beast; may fall into a trap set by other hunters (fig. 4); he can be caught by bad weather; the hunter can get lost in the thicket; old trees that can fall down are also a potential hazard. Any of these situations can become extreme for a person.
Fig. 4. Hunters must be careful not to fall into a trap set by other hunters ()
It can be concluded that most of the dangers are the result of our frivolity or wrong actions, lack of necessary knowledge.
For example:
Provoked the beast to the aggression;
Poisoned by berries in the forest;
Lagged behind the tour group on the route
Lost orientation in the forest;
Lost in a cave.
The success of a person's autonomous survival in natural conditions depends on his knowledge of the characteristics of the climate in which he is, the characteristics of flora and fauna. You could learn about the peculiarities of the flora and fauna of your region at the lessons of natural history. If a person knows about these features, then he can provide himself with food, get fire, water, build a shelter for himself, protect himself from the main dangers at any time of the year.
In geography lessons, they will tell you about climatic zones - vast territories for which a certain climate, vegetation, and animal world are inherent.
Wolf berries
It just so happened that the term "wolf berries" hides different concepts.
You know that wolf berries cannot be eaten because many of them are poisonous.
Wolfberry is a collective, popular name for a number of plants, the fruits of most of which have toxic or irritating properties:
Belladonna, wolfberry, raven eye, brittle buckthorn. All these plants are found in our latitudes, so you should not eat unfamiliar berries, even if they are visually attractive (Fig. 5).
Fig. 5. Wolf's bast ()
Firstly, wolf berries are one of the popular names for a shrub called wolf bast (other names are wolfberry, wolfberry, daphne).
Bright red berries of a wolf bast, the size of a pea, sit right on the branches of 2-3 pieces, like sea buckthorn.
Despite the fact that they look very appetizing, in no case should you eat them, as they are highly poisonous! However, in the wolfberry, all parts of the plant are poisonous. Even a small drop of plant sap, if it gets on the skin or mucous membrane of the lips or eyes, causes irritation. If you eat a wolf berry, burning sensation, nausea, vomiting, weakness will begin, convulsions may begin, the temperature will rise ... Therefore, try not to approach this beautiful bush!
Just please don't treat this plant like an enemy if you are lucky enough to meet it in the forest! It is quite rare and is listed in the Red Book.
What contributes to human survival in nature? There are several factors:
Psychological preparedness. If you are mentally prepared for the fact that an extreme situation may happen, then, having got into such, you will not be overwhelmed by panic. I think you know that panic is the worst enemy in extreme situations, because it paralyzes a person's will, and he finally loses the ability to make the right decisions and control his actions.
Physical health (strong muscles, hardening, endurance).
Knowledge of how to behave in a similar situation, how to provide yourself with food, water and shelter during a forced autonomous stay.
Necessary equipment: matches, knife, bandage, bactericidal plaster, special clothing, food supply.
Survival training
If you are interested in survival, you can ask your parents to enroll you in a survival training camp during the summer holidays.
In such camps (the period of stay in them varies from 14 days to a month), you will learn how to make a fire without matches, to equip the night. You will learn how to find food and water in an emergency, how to provide first aid (Fig. 6).
This knowledge will undoubtedly be useful to you, as it was useful to Denis from Kostroma. Since the age of 8, he went hiking and had basic survival skills. In one of the campaigns, it happened that he was left cut off from his group. When crossing the mountain range, a rockfall began. The group had to split into two parts. Denis and his wounded comrade were left alone in the mountains. The rest of the group hurried to get help. While the rescuers were trying to free the mountain path from stones, Denis provided first aid to the injured comrade and took refuge to protect himself from repeated rockfall. Thus, the guy helped himself and his friend.
Fig. 6. Training in a survival training camp ()
Knowing the basics of survival in the forest can also come in handy. And in the survival training camp you will get the opportunity to learn a lot about natural phenomena, beneficial plants, and the animal world. And, of course, this is an unforgettable experience, communication with peers, interesting events.
Experts give such advice:
Extreme situations should be avoided whenever possible;
Extreme situations must be avoided;
Do not succumb to fear and panic under any circumstances;
To prevent ES, you need to know their reasons;
To get out of the ES, you need to know how to act correctly.
Knowledge is one of the most important human resources. With the knowledge of how to navigate the terrain without special devices, how to make a fire in nature, how to get yourself food and water, how to provide first aid and how to build a shelter, you can ensure not only your own survival, but also help others in extreme situations ...
For example, in the wonderful cartoon "Duck Tales", three brothers, getting into a difficult situation, always turned to the reference book, in which they found answers to all their questions. Your knowledge can become such a reference if you carefully learn everything.
List of references
- Fundamentals of life safety: 6th grade: textbook for educational institutions / M.P. Frolov [and others] ed. Yu.L. Vorobyov. - Moscow: Astrel, 2013 .-- 190 p .: ill.
- OBZH, grade 6 Textbook for general education. uchr. / Litvinov E.N., Smirnov A.T., Frolov M.P., Vikhoreva T.S. - 1st ed. - M: Publishing house ATS, 1996 .-- 160 p.
- Smirnov A.T., Khrennikov B.O. Basics of life safety. 6th grade. - 2012, 209 p.
- Dic.academic.ru ().
- YouTube ().
Homework
- Complete task number 4 on page 13. Fundamentals of life safety: 6th grade: textbook for educational institutions / M.P. Frolov [and others] ed. Yu.L. Vorobyov. - Moscow: Astrel, 2013 .-- 190 p .: ill.
- Imagine that you are about to go on a picnic in the woods. Write down any dangers that may await you on your journey.
- * Find out what edible plants are common in your area. Draw a few of them.
Survival in extreme situations requires from a person endurance and unshakable belief that there are no hopeless situations. We have collected 5 stories, the heroes of which managed to survive in the most difficult conditions.
Long flight and 4 days of struggle
The record height, after falling from which a person managed to survive - 10 160 meters. This record is entered in the Guinness Book and belongs to Vesna Vulovic, the only survivor of the plane crash on January 26, 1972. She not only recovered, but also wanted to return to work - she did not have a fear of flying, because she did not remember the very moment of the disaster.
On August 24, 1981, 20-year-old Larisa Savitskaya and her husband flew from their honeymoon on an An-24 plane from Komsomolsk-on-Amur to Blagoveshchensk. In the sky at an altitude of 5220 meters, the plane in which the newlyweds were flying collided with a Tu-16.
Larisa Savitskaya was the only one of 38 people who managed to survive. On a wreck of an aircraft measuring three by four meters, it fell in free fall for 8 minutes. She managed to get to the chair and squeeze into it.
Later, the woman claimed that at this moment she remembered an episode from the Italian film "Miracles still happen" where the heroine survives in similar conditions.
Rescue work was not carried out very actively. For all the victims of the plane crash, graves have already been dug. Larisa Savitskaya was eventually found last. She lived for three days among the wreckage of the plane and the bodies of the dead passengers. Despite numerous injuries - from concussion to spinal injuries, with broken ribs and a broken arm - Larisa Savitskaya not only survived, but was also able to build herself something like a hut from the wreckage of the fuselage.
When the search plane flew over the crash site, Larisa even waved to the rescuers, but they mistook her for a geologist from a nearby expedition.
Larisa Savitskaya was twice included in the Guinness Book of Records: as a person who survived a fall from a great height, the second time as a person who received the minimum amount of compensation for physical damage in a plane crash - 75 rubles (in 1981 money).
On a small raft
On November 23, 1942, a German submarine torpedoed the British ship Belomond. All members of his crew were killed. Almost all. Sailor Lin Peng managed to survive. He was lucky - during a search on the surface of the water, he found a life raft, on which there was a supply of food.
Lin Peng, of course, understood that food and water would run out sooner or later, so from the first day of his "Robinsonade" he began to prepare equipment for collecting rainwater and fishing. He stretched an awning over the raft, made a line from the threads of the rope found on the raft; from a nail and wires from a flashlight - hooks; made of metal from a tin can - a knife with which he cut a caught fish. Interesting fact: Lin Peng could not swim, so he was tied to the raft all the time.
Lin Peng caught fish very little, but took care of its safety - he dried it on ropes stretched over the deck of his "ship". For a hundred days, his diet consisted of one fish and water. Occasionally, seaweed was overboard, the consumption of which prevented Lin Peng from contracting scurvy.
The bitter irony of Lin Peng's record voyage is that he could have been rescued multiple times. One day they didn’t take him on board a cargo ship just because he was Chinese. Then the American Navy noticed him and even threw a rescue buoy at him, but the storm that broke out prevented the Americans from completing the rescue mission. In addition, Lin Peng saw several German submarines, but for obvious reasons did not turn to them for help.
Only in April 1943, Lin Peng noticed that the color of the water had changed, and birds began to appear in the sky every now and then. He realized that he was in the coastal zone, which means that his chances of success increased many times over. On April 5, he was found by Brazilian fishermen, who immediately took him to the hospital. Surprisingly, Lin Peng was able to walk on his own after his journey. He lost only 9 kilograms during the forced "Robinsonade".
Well-read cabin boy
"Robinsonade" is the survival of a person alone for a long time in a natural environment. The record holder in this "discipline" was Jeremy Bibs, who lived on the island for 74 years.
In 1911, during a hurricane in the South Pacific Ocean, the English schooner "Beautiful Bliss" sank. Only 14-year-old boy Jeremy Beebs managed to get to the shore and escape on a desert island. The boy was helped by his erudition and love of reading - he knew by heart the novel by Daniel Defoe.
Following the example of the hero of his favorite book, Biebs began to keep a wooden calendar, built a hut, learned to hunt, ate fruit and drank coconut milk. While Biebs lived on the island, there were two world wars in the world, an atomic bomb and a personal computer were created. He knew nothing about it. Found Bibs by accident. In 1985, the crew of a German ship unexpectedly found the Robinson record holder, who had already reached the age of 88, and brought him home.
Father's daughter
In the story about Larisa Savitskaya, we remembered the film "Miracles Still Happen". It is based on real events. On December 24, 1971, the Lockheed L-188 Electra aircraft of the Peruvian airline LANSA fell into a vast thunderstorm area, was struck by lightning, entered the turbulence zone and began to collapse in the air at an altitude of 3.2 kilometers. He fell into the jungle, 500 kilometers from Lima.
The only survivor was 17-year-old schoolgirl Juliana Margaret Kepke. At the time of the fall, the girl was strapped to the chair. Her collarbone was broken, her right arm was injured, and she was blind in one eye. Juliana's survival was helped by the fact that her father was a famous zoologist, who from childhood instilled in his daughter the skills of survival in extreme conditions. Immediately after the crash, putting aside attempts to find her mother among the bodies of the dead, the girl examined the luggage for food, but found only a few sweets - also a result.
Then Juliana found a stream near the site of the fall and went downstream. Only nine days later she was lucky enough to go to the boat on the river bank. The girl treated a wound on her right shoulder with gasoline from a canister, in which at least 40 larvae had already bred.
The boat owners, who turned out to be local loggers, showed up only the next day. Juliana was fed, treated and taken to a nearby village hospital.
Alone with the snow
On October 13, 1972, a plane carrying the players of the Old Christians of Montevideo, the Uruguayan rugby team, as well as their relatives and sponsors, crashed in the highlands of the Andes. After the fall, 27 people remained alive. Later, due to the avalanche, 8 more people died, three more died from their wounds.
The Uruguayans realized that there was nowhere to wait for help 11 days after the accident, when they said on the radio that their search had been stopped and they were declared dead. The most difficult situation in which the passengers found themselves was aggravated by the fact that supplies very quickly left. Having miraculously survived the crash, they made a difficult decision - to eat the meat of the dead.
The victims were rescued only 72 days after the disaster. Only thanks to the fact that the group equipped three people for the journey who needed to cross the Andes and report what had happened. The most difficult transition was overcome by two. Z
a 11 days, without equipment and warm clothes, they walked 55 kilometers through the snow-capped Andes and came to a mountain stream, where they met a Chilean shepherd, who informed the authorities about the surviving passengers.
Situations that may arise as a result of human interaction with the environment and pose a threat to his life, health and property:
1. all kinds of injuries, poisoning with plant and animal poisons,
2.infection with natural focal diseases, mountain sickness, heat stroke and hypothermia,
3.bites of poisonous animals and insects, infectious diseases, etc.
Environmental factors contributing to the development or occurrence extreme situations:
1. air temperature and humidity, solar radiation, precipitation, atmospheric barometric pressure, wind, hurricane.
2.the terrain, water sources, flora and fauna,
Factors providing protective functions that contribute to the normal functioning of people in extreme situations natural environment:
1. clothing, emergency equipment.
2. devices for signaling and communication, water and food supply, emergency floating facilities, improvised means used for various purposes.
Depending on the material conditions (equipment, equipment, availability of emergency packing) and the peculiarities of climatic and geographical conditions, the same situation can have different consequences: for example, a forced landing of an aircraft in the desert is certainly more extreme than the same landing in the taiga. As a rule, the degree of extremeness affects the factor of life time, which determines the possibility of survival.
The man in this extreme situation remains alone with nature. In the periodicals you can often read reports about sailors who were shipwrecked and found themselves on boats and rafts in the midst of a stormy ocean, about fishermen carried away on the debris of ice floes into the open sea, about travelers caught by a storm, about tourists who lost their way and got lost in the taiga or desert. Often, before help arrives, those in distress have to exist autonomously, that is, due to limited supplies of food and water. using available life-sustaining equipment.
In this regard, in recent years, a new field of medicine has emerged that deals with the issues of human survival during his autonomous stay in extremely difficult geographic regions of the Earth, when fresh water, food, protection from the scorching rays of the sun, or, conversely, can become an insurmountable problem. from the freezing cold.
With an autonomous existence in a deserted area, the satisfaction of even the most ordinary life needs sometimes turns into an intractable problem. Human life becomes dependent not on the usual criteria - education, professional skills, financial situation, etc., but on completely different ones - solar radiation, wind strength, air temperature, on the presence or absence of water bodies, animals, edible plants.
A favorable outcome of an autonomous existence largely depends on the psychophysical qualities of a person, physical fitness, endurance, etc. But they alone are often not enough for salvation. People die of heat and thirst, not suspecting that there is a saving water source three steps away; freeze in the tundra, failing to build a snow shelter; die of hunger in a forest teeming with game; become victims of poisonous animals, not knowing how to provide first aid for a bite.
The basis for success in the fight against the forces of nature is the ability of a person to survive.
Survival is understood as active, expedient actions aimed at preserving life, health and performance in an autonomous existence.
These actions consist in overcoming mental stress, in the manifestation of ingenuity, resourcefulness, efficiency in the use of emergency equipment and improvised means of the natural environment and in meeting the body's needs for food and water.
The main postulate of survival: a person can and must maintain health and life in the most severe physical and geographic conditions, if he is able to use in his own interests, everything that the environment gives.
Lesson 1. Extreme situations in nature and their causes.
Educational questions.
1. The main types of extreme situations in nature and their causes.
2. The autonomous existence of man in nature and the reasons for getting a man in such a situation.
Purpose. Upon completion of the study of the topic, students should have an idea of \u200b\u200bthe main types of extreme situations in nature and their causes.
The main content of the lesson.
Natural processes resulting from the action of elemental forces, their impact on humans. Concepts: natural disaster and natural emergency.
Situations characterized by suddenness or unexpectedness, possible negative consequences for the life of people and the natural environment. The concept of an extreme situation.
To consolidate the concept of an extreme situation, offer the students a situational task.
The task. Choose and determine where the extreme situation is, and where is it just difficult conditions?
a) As a result of crossing the frozen river, one of the participants in the hike fell into the water. His friends quickly helped him out of the water, but he got wet all over. It is very cold outside, a strong wind is blowing. Your group is far from their homes, and everyone is very tired.
b) As a result of crossing the frozen river, one of the participants in the hike fell into the water. His friends quickly helped him out of the water, but he got wet all over. It is very cold outside. However, in the distance (about 2 km) you can see the village.
It is advisable to describe the main types and causes of extreme situations in nature using Scheme 1.
Scheme 1. The main types of extreme situations in nature
Autonomous existence, as the most dangerous extreme situation and the main reasons for such situations: loss of orientation on the ground; loss of a group as a result of lagging behind or separation from it, untimely exit to the place of group gathering; accident of vehicles (airplane, car, river and sea transport).
Conclusion.
What situation is called extreme? Give examples of extreme situations in natural conditions and what are their reasons? What kind of existence is called autonomous? What are the main reasons for a person to fall into the conditions of autonomous existence in natural conditions? Give examples of autonomous human existence in natural conditions from books, newspapers.
Homework. Section 1, chapter 1, topic 1.1.
Lesson 2. Factors and stressors of survival in natural conditions.
Educational questions.
1. Factors of survival in natural conditions.
2. Stressors of survival and their effect on the human body.
Purpose. At the end of the study of the topic, students should have an idea of \u200b\u200bthe factors and stressors of survival that affect a person in the natural environment.
The main content of the lesson.
Survival is an active, purposeful activity aimed at preserving life, health and performance in an autonomous existence:
Four main groups that make up factors of survival: personal factors, natural factors, material factors; postnatural factors.
Survival stressors, “as postnatural factors of survival and their causes: loneliness; despondency;
hunger and thirst; heat; cold; physical pain; overwork.
Conclusion. Review the main points and check the understanding of the topic.
Questions to test the knowledge gained.
Which of the natural factors can be beneficial? What factors can a person influence, and what not? Give examples of the influence of factors of survival on a person from the works you read? List the survival aggressors in order of importance for a person in an extreme situation. Give examples from the books you read about how people in extreme situations overcome the stressors of survival?
Homework. Section 1, Chapter 1, topics 1.2 and 1.3.
Lessons 3-5. Psychological foundations of survival in natural conditions.
Educational questions.
1. Mental states of a person during survival in natural conditions.
2. The element of survival in conditions of autonomous existence.
Purpose. Upon completion of the study of the topic, students should have an idea of \u200b\u200bthe mental cognitive processes (attention, sensations, perception, memory and thinking, speech and imagination), thanks to which a person is able to survive in the world around us in general and in emergency situations in particular.
The main content of the lesson.
The ability to manage oneself and one's psyche in isolation from the society of other people is the main factor in survival in difficult conditions of autonomous existence.
Mental conditions experienced by a person in an emergency. Fear as the main psychological enemy. The experience of fear, fear, loss of control over their behavior.
Consequences of Fear: Panic and Panic Behavior. Their manifestation in human behavior. Ask students for examples of panic behavior.
The main causes of fear: a sudden change in the environment, loneliness, unfamiliarity, the sudden approach of someone or something, height, darkness, various sounds.
What is our focus? Invite students to complete some of the attention development exercises in Appendix 1 of the textbook.
Point out to the students that by practicing constantly with the help of these exercises, you can develop such a character trait as observation.
Invite students to complete exercises 1 and 2 for the development of observation (appendix 1 in the textbook).
Explain the concept - the amount of attention on an example.
Place 20 different items on the table: a pen, a notebook, keys, a toy, a flashlight, etc. Invite a student to the table and ask them to lay out these objects. Cover the whole thing with a tablecloth or newspaper. Distract the student to do something else. After 10 minutes, ask him to return to the table. Remove the tablecloth for half a minute and cover the items again. Ask the student to write down everything he has seen on paper. Then remove the tablecloth and compare whether he could notice and write down all the objects. The more subjects are recorded, the greater the amount of attention.
Training the amount of attention in everyday life. Concepts: stability and attention switching. Sensations and perceptions as an important factor in survival in extreme situations in nature. Give an example from a textbook about a psychological experiment on sensation.
Possible consequences of impaired sensation and perception in conditions of autonomous existence. Give an example from a textbook about a psychological experience on rats.
The importance of visual objective laws of perception in various situations. The concept of "illusion of perception".
Encourage the students to complete, at your discretion, several exercises to develop sensation and perception (Appendix 1 in the textbook).
The value of memory and thinking for a person in an extreme situation.
Memory concept. Involuntary and voluntary memory.
Thinking and intellectual behavior. Stages of intellectual behavior on the example of when a person gets lost in the forest.
Invite the students to complete, at your discretion, several exercises to develop memory and thinking (Appendix 1 in the textbook).
Imagination and self-preservation instinct in conditions of autonomous existence. Excessive enthusiasm for thinking and imagining pictures.
Survival attitude and its elements: awareness;
assessment; behavior.
The will of man. Ability to manage your behavior. Overcoming difficulties in achieving the set goal. Education of will. The importance of implementing specific decisions.
Conclusion. Review the main points and check the understanding of the topic.
Questions to test the knowledge gained.
What helps a person to adapt to the conditions of autonomous existence? What mental cognitive processes do you know? What are the causes of fear in emergencies? What are some examples of panic behavior? What is attention? How to train attention span? What are sensations and perceptions? What is the difference between sensation and perception? How can sensations and perceptions be developed? How does memory and thinking help to get out of difficult situations in conditions of autonomous existence? What influence does imagination have on a person? What can the imagination of pictures of dangerous situations lead to? What are the elements that contribute to the development of a survival mindset? What is called will? What strong-willed character traits do you know? How does a strong will help you survive in emergencies? How is the development of strong will achieved?
Homework. Section 1, chapter 2.
Recommendations. Given that Chapter 2 is the most difficult for students to perceive, it is advisable to build a lesson in such a way that students perform as many practical exercises for the development of mental processes as given in Appendix 1 of the textbook. At the instructor's discretion, one of the lessons may be devoted to these exercises.
Lesson 6. How to avoid getting into an extreme situation.
Educational questions.
1. Preparing for the hike.
2. Rules of safe behavior in nature.
Purpose. Upon completion of the study of the topic, students should have an idea of \u200b\u200bthe basic rules of behavior in natural conditions.
The main content of the lesson.
How to avoid getting into extreme situations in natural conditions? It is advisable to consider this issue on the example of a tourist trip of schoolchildren (class).
Preparing for a hike is an important safety step. Preparatory activities: defining the goals and objectives of the trip, developing the route, purchasing food, public (tents, dishes for cooking) and personal equipment.
Invite the students to solve the word encrypted in the rebus (section 1, chapter 3, task 7).
Submission of the route of the hike to the route qualification commission, registration of the group and route in the search and rescue service (PSS). Purpose of registration.
Compliance with the rules of safe behavior on the route, at a halt, when overcoming obstacles is the main stage of ensuring safety.
Group traffic rules on the route. Safety rules when driving on difficult terrain. Basic rules for a safe attitude to nature on the route and at rest.
Invite students to solve the riddle:
Who, as soon as it gets hot, will pull a fur coat over his shoulders, And an evil cold will come - Will he throw it off his shoulders? (Forest)
The rule for those who go on exploration. The concept of "Polygon boundaries" and linear landmarks (roads, clearings, forest border, power lines). Why are they defined?
Conclusion. Review the main points and check the understanding of the topic.
Questions to test the knowledge gained.
Explain what is the main purpose of thoroughly preparing for the trip? Why does the team leader have absolute power during the hike? Why does the head of the group inform the local MSS of the route of the hike and the timing of it? Tell us about the rules of movement of the group on the route. Why are the last kilometers of the day crossing considered difficult? How should you treat the surrounding nature when driving on the route and on a halt? What are Polygon Boundaries and why are they defined?
Homework. Section 1, chapter 3, topics 3.1 and 3.2.
Practical tasks.
1. Guess and correctly enter the words in the boxes (task 5 at the end of topic 3.1.). From the letters in the gray boxes, make up a word that is very necessary on the hike.
2. Draw from memory a diagram of your route from home to school, from the train platform to the dacha, or some other route.
3. During a trip to the dacha, walking in the park, try to sketch a small section of the path using topographic signs. Ask the parents to check the correctness of the assignment.
4. Draw on the diagram the area of \u200b\u200bthe nearest forest where you go to pick mushrooms and berries. Determine for yourself, or ask local residents what linear landmarks this site is limited to. Determine their approximate direction. When going out into the woods with your parents, try to reach these landmarks. Before that, define the direction to the north, then the direction to the linear landmark.
Lesson 7. Safe clothing and footwear are essential for safety.
Educational questions.
1. Reliable, comfortable shoes and their care.
2. Reliable clothing and requirements for it.
Purpose. At the end of the study of the topic, students should know the requirements for clothing and shoes while being in nature.
The main content of the lesson.
Choosing and preparing shoes. Requirements for shoes and rules for their selection.
Shoes that are tight, stiff, or very loose. Comfortable footwear - light hiking boots or low-heeled shoes, sneakers, sneakers.
Shoes for various roads, highlands and rainy periods. Rules for the use of shoes. Methods for airing and drying shoes (boots, rubber boots).
Selection, preparation and use of clothing. Requirements for top and bottom clothing. Why is it not recommended to use clothes made of synthetic materials, camouflage jackets, trousers and overalls. Features of the use of clothing and footwear in the winter.
Ask the students to solve the riddle: If it is raining, we do not grieve - briskly splash in the puddles. (Boots)
Conclusion. Review the main points and check the understanding of the topic.
Questions to test the knowledge gained.
What are the requirements for a traveler's clothing and footwear? Tell us how you will dress for a walk or a hike in the summer? In winter? Why is it undesirable to wear synthetic underwear? How to dry wet shoes at home? On a hike?
Homework. Section 1, chapter 3, topic 3.3.
Practical tasks.
1. After walking in rainy, damp weather, dry your shoes and boots at home using the method recommended in the textbook.
2. Unravel the words encrypted in the puzzles (task 7 at the end of topic 3.3). Work with your parents to make a list of clothes you will wear for a walk in hot, stormy, windy and frosty days.
Lesson 8. Basic rules of behavior in extreme situations.
Educational questions.
1. Survival in natural conditions.
2. Basic rules of safe human behavior in extreme situations in nature.
Purpose. Upon completion of the study of the topic, students should have an idea of \u200b\u200bthe basic rules of safe behavior in survival in extreme situations in nature.
The main content of the lesson.
The unexpectedness of the onset of extreme situations and the primary rules of behavior in them:
Know how to anticipate danger;
Be able to control your behavior;
Be independent;
Be able to think and invent;
Make quick decisions;
Be persistent and tenacious when required;
Be able to obey, if necessary;
Do not despair if there is no more strength to fight for your life;
Look for other ways before giving up completely;
And even then, don't give up.
Actions in the event of a vehicle accident and natural disasters.
Rules of conduct and decision-making after entering a safe area (assessment of the situation, the decision to go to the settlement, or stay in place, etc.).
Rules of conduct, if a decision is made to stay in place (equipment of an emergency camp and the need for a temporary shelter). Equipment conditions for the emergency camp.
Distribution of responsibilities and types of work between group members. The role of the group leader in extreme situations. Inadmissibility of conflict situations in the group.
What you need to know if you are in an extreme situation.
When considering this issue, it is advisable to use scheme 1 in the tutorial.
Conclusion. Review the main points and check the understanding of the topic.
Questions to test the knowledge gained.
Explain the sequence of actions in case of an emergency. In what cases do you need to go independently to settlements, roads, and in what cases - wait on the spot? What ways do you know to calm down? Why do you think we should try to give instructions to each member of the group?
Homework. Section 1, chapter 4, topic 4.1.
Practical task. In the summer, at the dacha, plan a full-day walk in the forest with your parents. Invite friends to this event. Give an assignment to each member of your group. Choose a commander. Conduct appropriate training. After the walk, take stock. How did the members of the group carry out the tasks received? Were there any conflicts, or preconditions for them? How were they eliminated?
Lesson 9. Determining the direction of the exit.
Educational questions.
1. Determining the direction of exit in a situation where a person is lost.
2. Determination of the exit direction in case of lagging behind the group.
Purpose. At the end of the study of the topic, students should know the methods and rules for determining the direction of the exit in a situation when a person gets lost or lags behind the group.
The main content of the lesson.
Loss of orientation as the most common extreme situation in nature.
Actions of a person lost in the forest (presence and absence of a path). Methods for determining the distance and direction of the exit (characteristic details of the terrain, sounds of transport or human activities, light sources, marking tourist routes, identifying walked and untouched paths).
Features of determining the direction of the exit in the winter along the track.
What if you get lost in the forest? It is advisable to consider this question using Scheme 3 in the tutorial. Emphasize what not to do if the person gets lost in the forest. When doing this, use diagram 4 in the tutorial.
Actions of a person (tourist) lagging behind the group. Explaining this question, it is advisable to use diagram 5 in the tutorial.
Conclusion. Review the main points and check the understanding of the topic.
Questions to test the knowledge gained.
Why shouldn't you be scared when you lose your orientation? How can you determine the shortest direction to the road from the hum of a moving car? By what signs can one distinguish a walked path from an abandoned, untouched one? Why should you not leave the path you meet? Why shouldn't a lagging tourist catch up with the group if there is a fork in the path or ski track?
Homework. Section 1, chapter 4, topic 4.2.
Practical tasks.
1. While walking in the forest, try to determine the way back by your footprints on the grass to the nearest path, glade, road. How can they be found?
2. While in the forest, in the park, determine the approximate distance to the road or railroad, holiday village or village by the noise of cars, trains, barking dogs. Then walk in the direction from which the noise was heard. How long did it take you to get out? How far have you traveled? Determine the distance by your steps.
3. In winter, when skiing, when you see a fresh track, determine the direction of the skier.
4. Guess the riddle:
Not alive - but walking, Not mobile - but leading. (Road)
Lesson 10. Orientation
Educational questions.
1. Ways of orientation on the ground.
2. Rules for navigating by compass, by your own shadow, by the stars, by the clock, by local objects and signs.
Purpose. Upon completion of a topic, students should be proficient in identifying the sides of the horizon in different ways.
The main content of the lesson.
Methods for determining the cardinal points on the ground. In presenting this question, it is advisable to use Scheme 6 in the tutorial.
Local objects and signs by which it is not recommended to determine the cardinal points.
The rules for navigating by the compass, by your own shadow, by the stars, by the clock, by local objects: by the trunks and bark of trees, by the state of snow on the slopes, by moss and lichens, by grass, by anthills and others.
Conclusion. Review the main points and check the understanding of the topic.
Questions to test the knowledge gained.
What are the ways to determine the cardinal points on the ground. What methods do you know for determining the cardinal points for local subjects? Give examples of determining the north direction from local subjects and try to explain them. Explain Figures 36 and 37. Why does the snow melt more on the southern slope of the hillock and on the northern slope of the fossa? Why is the grass thicker on the northern side of the clearing and near freestanding trees, stumps?
Homework. Section 1, chapter 4, topic 4.3.
Practical tasks.
1. After finishing class on your way home, determine in which direction your home, school, library, pool is in relation to the school.
2. Determine the north direction with the help of your parents. At their command, walk 50 meters east, then 75 meters south, 50 meters west, 75 meters north.
If you return to the starting point, then you have completed the task correctly. The same exercise: 50 meters west, 25 meters southeast, 50 meters east, 25 meters northwest. Before performing these tasks, determine the length of your stride (or pair of strides).
3. When walking in a forest or park, practice determining the direction to the south using the methods described in the tutorial.
4. Unravel the words - cardinal points, encrypted in puzzles (task 6 at the end of topic 4.3). Come up with a riddle with the name of the cardinal point, which is not here.
Lesson 11. Exit to the settlement.
Educational questions.
1. Maintaining the direction of movement. Azimuth movement.
2. Technique of movement. Methods for crossing the river and overcoming swamps.
3. Dangers and precautions when moving on the ice of water bodies.
Purpose.
a) possess the skills of movement in azimuth;
b) have an idea of \u200b\u200bthe technique and traffic rules when entering the settlement.
The main content of the lesson.
The need to maintain the direction of movement. Azimuth concept. Movement in azimuth using a compass. Invite the students to complete task 7 (at the end of topic 4.4).
Movement in the forest in the chosen direction along one and several landmarks. Technique of movement on the route. Features of movement in mountainous areas. Overcoming water obstacles. Choosing a place for crossing. Rules for crossing rivers, overcoming swamps.
Emphasize students' attention on what is not recommended when overcoming water obstacles. When doing this, use diagram 8 in the tutorial.
The rules for overcoming water obstacles and swamps are advisable to set out using scheme 7 in the textbook.
Features of movement in nature in winter. Moving in deep snow.
Danger of reservoirs in winter. Hazardous places for crossing and their signs: gullies, thawed patches, ice holes, ice holes, fishing holes, ice breakouts, etc. Precautions when moving on ice reservoirs.
Conclusion. Review the main points and check the understanding of the topic.
Questions to test the knowledge gained.
What is the essence of azimuth movement? What are landmarks for when moving along a route? Describe the way to correct the course by the trailing one Explain why it is difficult to maintain the direction of movement, having one landmark, for example N2? When do you think it is easier to wade a mountain river in the morning or in the evening, and why? What are the difficulties when driving in the mountains in winter? Why are swamps dangerous? What is the danger of water bodies in winter? What are the dangerous places for crossing the river in winter. What is not recommended when overcoming water obstacles?
Homework. Section 1, chapter 4, topic 4.4.
Practical tasks.
1. While walking in the woods, select a flat, spacious clearing. On the opposite side of the clearing, ask one of the parents to stand. Close your eyes and walk towards them. Assess how far you have deviated from your intended goal. The same happens when driving without reference points in the forest, in the steppe, in conditions of poor visibility.
2. Ask adults at their summer cottage or not far from the dacha (preferably in a clearing) to make an obstacle out of the material at hand, as shown in the figures. You can come up with your own obstacles. Organize a competition to overcome these obstacles with your friends.
Lesson 12. Construction of a temporary home.
Educational questions.
1. Choosing a place for the construction of a temporary dwelling.
2. Types and methods of construction of temporary housing.
Purpose. Upon completion of the study of the topic, students should have an idea of \u200b\u200bthe main types and rules for the construction of temporary dwellings and shelters.
The main content of the lesson.
Basic requirements for the construction site of a temporary dwelling or shelter. It is advisable to set out the basic rules for choosing a place for the construction of a temporary dwelling using Scheme 9 in the textbook. Emphasize students on what is not recommended when building a temporary shelter. To do this, use diagram 10 in the tutorial. The main types of dwellings and shelters in the summer (hut, shed) and methods of their construction. Features of shelters in the mountains (grotto, cave). The main types of dwellings and shelters in winter (igloo, trench, snow cave) and methods of their construction.
Conclusion. Review the main points and check the understanding of the topic.
Questions to test the knowledge gained.
List the requirements for choosing a place for a dwelling and explain them. How to explain the retention of heat in a snow cave, an igloo? Draw possible options for the construction of a snow cave using the terrain.
Homework. Section 1, chapter 4, topic 4.5.
Practical tasks.
1. Take a piece of plastic wrap with you for a walk and try to equip a canopy.
2. While walking in the woods, choose a camp site that meets all the requirements.
3. Write in the boxes the word meaning temporary housing (task 7 at the end of topic 4.3). This word should be read equally from left to right, from right to left, diagonally. How many times can you read this word?
Lesson 13. Methods for making fire.
Educational questions.
1. Choosing a place and rules for making a fire.
2. Vidi campfires.
3. Methods for obtaining and maintaining fire.
Purpose. Upon completion of the study, students should be proficient in making a fire.
The main content of the lesson.
Basic requirements for the place and peculiarities of choosing a place where it is supposed to make a fire. Compliance with fire safety measures.
Making a fire. Campfire conditions. Kindling, branches, logs. Fuel storage rules. Features of making a fire in inclement weather. Firewood preparation. It is advisable to state the rules for making a fire, ”using scheme 11 in the textbook. Emphasize the students' attention to what is not recommended to make a fire. When doing this, use diagram 12 in the tutorial.
Types of fires: fiery, flame, smoke, and their purpose. Types of fire bonfires: "hut", "well", "lattice", "star", "taiga", "nodya". Screen device to increase the heat during the night under the shed.
Methods of making fire with flint, flint and tinder; using the "bow" and sticks. Fire preservation methods.
Conclusion. Review the main points and check the understanding of the topic.
Questions to test the knowledge gained.
List the functions of the fire. What needs to be done before lighting a fire? How to choose a campfire site? List fire safety measures when starting a fire. Name the types of fires and their purpose. What methods of starting a fire do you know?
Homework. Section 1, chapter 4, topic 4.6.
Practical task. In while walking in the woods or in the country, choose a suitable place for a fire. Show your parents how firewood is stacked for a fire like "hut", "well", "star", "taiga", "nodya". Organize small competitions - who will light the fire faster (take the same number of matches and prepare the kindling).
Lesson 14. Provision of food and water.
Educational questions.
1. Providing food in an autonomous existence.
2. Water supply in conditions of autonomous existence.
Purpose. Upon completion of the study of the topic, students should have an idea of \u200b\u200bhow to provide water and food in an autonomous existence.
The main content of the lesson.
Maintaining performance in the absence of food and water in an autonomous existence. When considering this issue, it is advisable to use scheme 13 in the tutorial.
Providing food from nature reserves. Edible plants, insects, animals. Finding and collecting plant foods is a guarantee of survival in the absence of food.
Water supply. Human need for water. Use of water from reservoirs. Use of snow, ice. Considering with students the issue of providing food and water in conditions of autonomous existence, it is advisable to use scheme 14 in the textbook.
The problem of water purification and disinfection in natural conditions. Methods for cleaning and disinfecting water. Water extraction methods: collecting rainwater or dew from tree branches; a special device for obtaining water.
Conclusion. Review the main points and check the understanding of the topic.
Questions to test the knowledge gained.
What is food and water for the body? What plant foods can you find in your area?
What methods of water purification do you know? What are the ways of obtaining water in the absence of water sources?
Homework. Section 1, chapter 4, topic 4.7.
Practical tasks.
1. Try collecting water in a plastic bag draped over a branch, and using the device shown in the picture in the textbook.
2. Using Appendix 5 in the textbook, try to find edible plants near the dacha. You can hold a competition - who will pick up more different types of plants.
3. Unravel the word encrypted in the rebus (task 7 at the end of topic 4.7). What are the ways to get this "word" when there are no water sources nearby.
Lesson 15. Finding and preparing food.
Educational questions.
1. Search and collection of plant foods.
2. Methods of cooking.
Purpose. Upon completion of the study of the topic, students should master the skills of cooking over a fire in an autonomous existence in nature.
The main content of the lesson.
Search and collection of wild-growing edible plants. Harvesting period. Use for food leaves, stems and shoots. Use for food of the lower parts of plants - tubers, roots, bulbs. Plant Food Precautions.
Methods for boiling water and cooking plant foods in the absence of utensils. Use for cooking heated stones. Cooking over a fire.
Methods for cooking fish and small animals on a fire. Fishing in conditions of autonomous existence. Recommendations for fishing equipment and some rules for fishing.
Conclusion. Review the main points and check the understanding of the topic.
Questions to test the knowledge gained.
When is the best time to collect leaves, stems and shoots of plants? Why do plants in shade have more succulent leaves? What precautions should be taken when preparing tubers, roots? How to boil water without having utensils? What other fixtures can you suggest for hanging or setting crockery over a fire?
Homework. Section 1, chapter 4, topic 4.8.
Practical task. Ask your dad to go fishing with you. To do this, prepare the bait, tackle. Good luck to you!
Lesson 16. Distress signals.
Educational questions.
1. Distress signaling methods.
2. Design and manufacture of the simplest signaling means.
Purpose. Upon completion of the study of the topic, students should be proficient in the manufacture of the simplest signaling means - signal mirrors and have an idea of \u200b\u200bhow to send distress signals.
The main content of the lesson.
Use of distress signals in extreme situations. Signal bonfires and their device. Use of clothing to signal.
Special characters of the international signal code table.
Signal mirror (single and double), its manufacture and rules for sending distress signals.
Conclusion. Review the main points and check the understanding of the topic.
Questions to test the knowledge gained.
List the ways to send distress signals during the day? At night? Why do tourists and rescuers try to dress in bright clothes? Buying backpacks and tents in bright colors? What is the signal mirror used for? What can the signs of the international code table of signals in an emergency situation be made of?
Homework. Section 1, chapter 4, topic 4.9.
Practical tasks.
1. Together with your parents, select a clearing in the forest and lay out several special characters from the character code table from bright ribbons.
2. Make a signal mirror together with dad, as shown in fig. 55. Try it on sunny days.
Lesson 17. Change of climatographic conditions.
Educational questions.
1. Factors affecting human health when changing climatographic conditions.
2. Adaptation of the human body to changing climatographic conditions.
Purpose. Upon completion of the study of the topic, students should have an idea of \u200b\u200bthe basic rules of behavior when changing climatographic conditions.
The main content of the lesson.
Forced restructuring of the human body when climatographic conditions change. Factors affecting a person when climatographic conditions change: change of time zones (time), climate change, change of food.
Change of time zones. The need to change the daily routine.
Climate change. Human exposure to temperature and humidity, atmospheric pressure, solar activity, etc.
General principles of adaptation when changing climatographic conditions. It is advisable to consider the basic rules for adapting the human body to local time and climate change using schemes 15 and 16 in the textbook.
Features of adaptation (acclimatization) in the mountainous area. Exposure to altitude and sunlight on
human organism. It is advisable to consider the basic rules of adaptation in the mountains using Scheme 17 in the textbook, while using Scheme 18, focus the students' attention on what is not recommended to do in mountainous areas during acclimatization.
Conclusion. Review the main points and check the understanding of the topic.
Questions to test the knowledge gained.
How does the change of time zones affect the body? How to adapt in this case? What factors change when moving from north to south or vice versa? What features of staying in the mountains do you know? What are the features of acclimatization in the mountains? Do you think it is better to cook or roast meat in the mountains and why? Where is the best tea brew: in the mountains or in the plains? There are two reasons - name them. Is it possible to get burned when there is snow around? What will you do to facilitate acclimatization in the mountains (in the southern steppe)?
Homework. Section 1, chapter 5.
Lessons 18-20. Protection of the population from the consequences of emergencies in peacetime and wartime.
Educational questions.
1. The structure of the shelter, the procedure for filling and the rules of conduct in it.
2. Actions of the population in the event of an air hazard.
3. Wearing a damaged gas mask in an unbreathable environment.
Purpose. Upon completion of the study of the topic, students should:
a) know the purpose of shelters and the actions of the population in the event of a threat of an enemy attack;
b) possess the skills to perform activities according to the rules: filling and behavior in shelters; behavior in the event of an air hazard; use of personal protective equipment for respiratory organs in an unbreathable environment.
| Conditions for fulfilling standards | Time estimates | Errors determining the grade "unsatisfactory" |
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| Satisfactorily |
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| Standard (individual) for the duration of continuous stay in a gas mask |
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| The standard is worked out in practical exercises, exercises or during special trainings. Time is counted from the moment the command "Gases!" until the command "Take off the gas masks!" | 30 minutes for girls and 40 minutes for boys. When the standards are met without physical activity, the time spent in gas masks increases by 1.5 times | 1. The gas mask is removed before giving the appropriate command. 2. The helmet-mask is not fitted correctly or the gas mask is faulty. |
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| Standard (collective) for filling a shelter (shelter) |
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| The group is located 30 m from the entrance to the shelter (shelter) | ||||
| The teacher has the right to change the time for completing the standard depending on the number of trainees, the distance of the protective structure, the throughput of the entrances and the nature of the approach to them (staircases, ramp, etc.) |
||||
The main content of the lesson.
Shelters and their purpose. Freestanding and embedded shelters. Basic concepts about the structure and equipment of shelters. The procedure for filling out and rules of conduct in the shelter.
Air-raid signal when there is a threat of enemy attack.
The actions of the population on the signal "Air raid" if: the signal found you at home; on the street; in a public place; you live in the countryside. Actions on signal "Air raid clearing".
Rules for using a damaged gas mask: with a slight rupture of the helmet-mask; significant damage to the face (large rupture or puncture of the helmet-mask, damage to glasses or the exhalation valve); puncture or hole in the gas mask box.
Replacing a damaged gas mask in conditions of contaminated air.
Conclusion. Review the main points and check the understanding of the topic.
Questions to test the knowledge gained.
What are the shelters (protective structures) for? What is the reliability of the shelter? What is not allowed to do while in a protective structure? How to use a gas mask if: there was a rupture of the helmet-mask, glasses of glasses or the exhalation valve are damaged? How to properly replace a damaged gas mask in conditions of contaminated air?
Homework. Section 4, topics 4.1; 4.2; 4.3.
Practical task. Where is the shelter (protective structure) located near where you live? If you do not know, ask your parents about his whereabouts.
Lesson 21. First aid equipment.
Educational questions.
1. First aid kit.
2. The use of natural medicines.
Purpose. Upon completion of the study of the topic, students should have an idea of \u200b\u200bthe use of natural medicines in conditions of autonomous existence in nature.
The main content of the lesson.
The need for a first aid kit when conducting a hike. Medicinal and dressing materials that come with the first aid kit.
Medicinal plants used for first aid in nature: stimulating tissue healing and promoting blood clotting; anti-inflammatory action; for disinfecting wounds and stopping bleeding; having analgesic properties; used as cotton wool.
Conclusion. Review the main points and check the understanding of the topic.
Questions to test the knowledge gained.
What disinfectants, medicines and ointments should be in a first aid kit, in a tourist first aid kit? Why can dressings and medical instruments be useful on a hike? Name medicinal plants that can be used for first aid.
Homework. Section 2, chapter 1, topic 1.1.
Practical task. When walking in a forest or park, find medicinal plants and berries. When can they be used?
Lesson 22. Insect and snake bites.
Educational questions.
1. First aid for insect bites.
2. First aid for snake bites.
Purpose. Upon completion of the study, students should be proficient in first aid techniques for insect and snake bites.
The main content of the lesson.
External signs of an insect bite (bees, wasps,
hornets, horseflies, mosquitoes) and their consequences. It is advisable to set out the rules for providing first aid for insect bites using Scheme 2.
Tick-borne encephalitis. Signs of a tick bite. Prevention against tick bites. It is advisable to set out the rules for providing first aid for tick bites using Scheme 3.
It is forbidden to cut the wound with a knife, cauterize it, suck the poison out with your mouth
Signs of a snakebite and its consequences. Preventive measures against snake bites. It is advisable to set out the rules for providing first aid using scheme 4.
Conclusion. Review the main points and check the understanding of the topic.
Questions to test the knowledge gained.
What insect bites are dangerous to humans? What is the name of the body's reaction in response to insect bites? List the signs of an insect bite? How to provide first aid for an insect bite? Why are encephalitis ticks dangerous? What effect does small amount of snake venom have on a person? Where is snake venom used? What are the signs of a snake bite? What to do in first aid for snake bites? How to protect yourself from snake bites while walking in the woods?
Homework. Section 2, Chapter 1, Topics 1.2 and 1.3.
Practical tasks.
1. Select and define where emergency, where extreme, and where just difficult conditions?
a) You went hiking in the summer. During the passage of the swamp, one of the participants did not notice a snake basking in the sun and she, frightened, stung him. He noticed two large yellow spots on her head (already). The snake crawled away. The nearest village is 3 km along a forest path. There is an outpatient clinic in the village.
b) You went hiking in the summer. During the passage of the swamp, one of the participants did not notice a snake basking in the sun and she, frightened, stung him. He noticed that there were no two large yellow spots on her head. The snake, which looks gray with a dark stripe on its back (viper), has crawled away. The village is not far away, but there is no hospital there.
2. Your dad was bitten by a wasp (conditionally). Together with your mother, provide him with first aid.
3. Your dad is unlucky. He was bitten by a snake (conditionally). Together with your mother, urgently provide him with first aid. Do it quickly as suggested in the tutorial.
When assistance is provided, explain to the parents what is recommended to be done to protect against the bite of poisonous snakes.
Lesson 23. Burns.
Educational questions.
1. First aid for burns. ,
2. First aid for sunburn.
Purpose. At the end of the study, students should be proficient in first aid techniques for skin burns and sunburns.
The main content of the lesson.
The main causes of skin burns. Burn concept, four degrees of burn depth. Signs of burns and their consequences.
Removal of dirt, pieces of cloth, wood, metal, etc., adhering to the skin, opening of bubbles or "peeling off" the crusts, applying ointment dressings are unacceptable.
It is advisable to set out the rules for providing first aid for skin burns using Scheme 5.
Features of first aid for limited skin burns to a large extent.
Sunburns, their signs and consequences. Features of first aid for sunburn. Prevention of sunburn.
Conclusion. Review the main points and check the understanding of the topic.
Questions to test the knowledge gained.
What temperature causes skin damage? What is the normal human body temperature? List the degrees of burns. List the signs of burns. What is the sequence of first aid for burns? What disease will never develop in a child if he often walks in sunny weather? What harm can the sun do if you walk for a long time without a hat? What radiation from the sun causes burns? What are the signs of sunburn? How to provide first aid for sunburn?
Homework. Section 2, Chapter 1 Topics 1.3 and 1.4.
Practical tasks.
1. Situation in the kitchen. Dad, absent-mindedly, took up the handle of the hot frying pan. On his right hand, redness and swelling of the skin appeared.
Give your dad first aid. Then do it again, explaining to mom in order how to provide help correctly.
2. Imagine the situation that in the summer on the beach your mother sunbathed and burned for a long time. Together with dad, provide first aid to mom. Do not forget that the main thing is to reduce the suffering of the mother.
Lesson 24. Frostbite and cooling of the body.
Educational questions.
1. Signs of frostbite and cooling of the body.
2. First aid for frostbite and cooling of the body.
Purpose. At the end of the study of the topic, students should have the skills of first aid techniques for frostbite and cooling of the body.
The main content of the lesson.
When frostbite and cooling of the body occurs. Frostbite and chilling concept. Causes and signs of frostbite and cooling of the body and their consequences. Four degrees of frostbite of the body.
The basic rules for first aid in case of general frostbite and cooling of the body should be described using Scheme 6.
Features of the general cooling of the body.
Conclusion. Review the main points and check the understanding of the topic.
Rubbing the victim with snow or ice is categorically contraindicated
Questions to test the knowledge gained.
At what temperature does the general cooling of the body occur? What determines the severity of frostbite? At what body temperature can the victim die? What are the degrees of frostbite. What is the sequence of first aid for frostbite?
Homework. Section 2, chapter 1, topic 1.6.
Practical task. Returning home from work in a severe frost, dad did not wear gloves and froze his hands (conditionally).
Give him first aid with his mother. Do this strictly in accordance with the guidelines given in the tutorial. After that, you can imagine that dad froze his cheeks and ears. Help him again.
Lesson 25. Providing assistance to those in distress on the water.
Educational questions.
1. Danger of water bodies and rules of safe behavior on the water.
2. First aid for drowning.
Purpose. Upon completion of the study of the topic, students should:
a) know the rules of safe behavior on the water;
b) have the skills to help those in distress on the water.
The main content of the lesson.
Dangers of water bodies and causes of accidents on the water: jumping and falling into the water; swimming in forbidden and unfamiliar places; violation of safety rules when using watercraft; pranks and games in the water. Basic rules of safe behavior on the water: knowledge of swimming places; the depth of the reservoir; water temperature; the presence of dangerous items; diving under water; use of floating craft; availability of life-saving equipment and the ability to use them.
Causes and signs of drowning. First aid for drowning.
Conclusion. Review the main points and check the understanding of the topic.
Questions to test the knowledge gained.
List the signs of drowning. What should be done first after taking the victim out of the water? What is the sequence of first aid for drowning? Is it necessary to clean the victim's mouth and nose from silt, mud, sand? When should you seek help from an adult?
Homework. Section 2, chapter 1, topic 1.7.
Practical task. When in the summer you are relaxing by the pond, try to learn how to properly provide first aid to the victim on the water. In this, ask your mom and dad to help you. Assistance can be done one by one, assigning the victims to the dad, and then to the mom.
Lesson 26. Characteristics of various types of injuries (injuries) of the human body and their causes.
Educational questions.
1. Classification of injuries to the human body.
2. First aid for closed injuries.
Purpose. At the end of the study, students should be proficient in first aid techniques for closed injuries.
The main content of the lesson.
Classification of injuries. Closed (bruises, sprains, ruptures of ligaments, tendons, muscles, joint dislocations, fractures, compression) and open wounds (accompanied by external bleeding). Features of closed injuries.
Bruises and their signs. First aid for bruises (Scheme 7).
Scheme 7. First aid for bruises
Sprained ligaments and damage to blood vessels. Signs of sprain and first aid to the victim (Scheme 8).
Scheme 9. First aid for ruptures of ligaments and muscles
Tears of ligaments and muscles. Signs of ruptures and first aid to the victim (Scheme 9).
Dislocations and their signs. First aid for dislocations (Scheme 10).
Compression and signs of prolonged compression. First aid to the victim (Scheme 11).
The concept of fractures. Open and closed fractures. Signs of fractures. Basic rules for first aid (schemes 12, 13).
Conclusion. Review the main points and check the understanding of the topic.
Questions to test the knowledge gained.
List the types of injury. How to provide first aid for bruises? How to provide first aid for sprains and tears? How to provide first aid for dislocations? How to provide first aid for squeezing?
Homework. Section 2, chapter 2, topics 2.1 and 2.2.
Practical task. Read the textbook with your parents about closed injuries. After that, determine which of the parents will be injured and proceed to provide first aid for bruises, sprains, ruptures of ligaments and muscles,
dislocations, squeezing! In addition to mom or dad, a doll or a teddy bear may be affected. In order not to forget the rules for providing assistance, repeat your actions several times.
Lesson 27. Ways to carry the victims.
Educational questions.
1. Methods of transporting victims using available means.
Purpose. Upon completion of the study of the topic, students should have an idea of \u200b\u200bhow to carry the victim in natural conditions.
The main content of the lesson.
Carrying the victim using a pole. Requirements for a device for carrying the victim.
Carrying the victim on a stretcher-drag. Requirements for a device for carrying the victim.
Carrying the victim with the help of stretcher straps. Carrying the victim in a backpack.
Conclusion. Review the main points and check the understanding of the topic.
Questions to test the knowledge gained.
What materials can be used to carry the victim in the wild? How to make a stretcher from poles and a stretcher-drag for carrying a victim? How can a backpack be used to carry a casualty?
Homework. Section 2, chapter 2, topic 2.3.
Lesson 28. Proper nutrition is the basis of a healthy lifestyle and the prevention of many human diseases.
Educational questions.
1. The value of nutrition for children and adolescents.
2. Calorie content of food.
Purpose. Upon completion of the study of the topic, students should have an idea of \u200b\u200bproper nutrition as an important part of a healthy lifestyle.
The main content of the lesson.
The value of nutrition for the human body: supporting biological life, ensuring a constant exchange of substances and energy between the body and the environment. The use of nutrients by the body for growth and development, maintaining physical condition, working capacity and protective capabilities.
Components of normal human life: a balanced amount of energy and building material (proteins).
The production of energy received by the body through food. Energy reserves in the human body.
The concept of the calorie content of food. The daily nutritional requirement of a teenager. Caloric content of daily food. Digestion. Energy consumption with low calorie food. The dangers of excess energy from food. Regulation of energy consumption and consumption. Formula for determining normal weight. Four degrees of obesity. A balanced diet.
Conclusion. Review the main points and check the understanding of the topic.
Questions to test the knowledge gained.
What environmental factor supports life? What body functions are affected by nutrition? What is the use of nutrients by the body? What is the energy that the body produces? In what form and where is energy stored in the human body? What is the daily requirement of a teenager's body, expressed in calories? What happens in the body if the energy from food does not cover the actual costs of the body? What happens in the body if the energy of food significantly exceeds the actual expenditure of the body? What is the simplest formula for determining normal weight? What are the four degrees of obesity?
Homework. Section 3, chapter 1, topics 1.1 and 1.2.
Practical task. Determine from the formula given in the textbook what normal weight you, mom, dad, your brothers and sisters should have. Compare the received weight with the real weight and draw a conclusion.
Lesson 29. Hygienic value of proteins, fats and carbohydrates in human nutrition.
Educational questions.
1. Hygienic value of proteins, fats and carbohydrates.
2. Hygienic value of vitamins, minerals and water.
Purpose. Upon completion of the study of the topic, students should have an idea of \u200b\u200bthe importance of proteins, fats, carbohydrates, vitamins, minerals and water in human nutrition.
The main content of the lesson.
Proteins. Function of proteins in the human body. The need for proteins in the body of adolescents. Foods that are a source of protein. Vegetable and animal proteins.
Fats. - the main source of energy in the body. The value of fats. The effect of excess fat intake on the human body. Vegetable and animal fats. Foods that are a source of fat. Fat intake during adolescence.
Carbohydrates. Functions of carbohydrates in the life of the body. Conversion of carbohydrates to fat. Foods that are a source of carbohydrates. Human organs that are storehouses of carbohydrates.
Vitamins and their importance in the life of the organism. The role of vitamins in human development. Vitamins are water-soluble and fat-soluble. The main source of vitamins. Danger to humans of lack and excess of vitamins.
Minerals and their importance in the life of the organism. Functions of minerals in the human body. Sources of minerals. Foods that contain minerals.
Water and its importance for the human body. The danger of a lack or excess of water for the human body. The need for water for the body of a teenager.
Conclusion. Review the main points and check the understanding of the topic.
Questions to test the knowledge gained.
What food components do you know? What are the functions of proteins in the body? How much protein do teens 11-13 years old need? What foods are protein sources? What is the importance of fats for the body? What does excess fat intake lead to? What is the origin of fats? What fats should you use as a child? What is the function of carbohydrates in the body? Can carbohydrates be converted to fat and why? What foods are the main source of carbohydrates? Which organs are the storehouses of carbohydrates? What do vitamins affect in the human body? What foods are the source of vitamins? How do vitamins differ among themselves? Why is a lack of vitamins dangerous for humans? What organs contain minerals? What food contains the most minerals? What does the lack of minerals in the human body lead to? Can water be classified as a mineral? What is the danger of a lack or excess of water in the body? What is the water requirement for a teenager's body?
Homework. Section 3, Chapter 2, Topics 2.1; 2.2;
2.3; 2.4; 2.5; 2.6.
Practical tasks.
1. Ask your mom to show you what foods you eat. Determine which foods contain plant proteins and which animals.
2. Determine with your mom what plant and animal fats are included in your daily diet. Do you keep up with the proportion of vegetable and animal fat intake recommended in the textbook?
3. Ask your mom to show you foods that contain carbohydrates. Which ones do you like more?
4. Determine with your parents which foods you are consuming contain vitamins.
5. With your parents, make a list of foods that contain minerals and which ones.
Lesson 30. Hygiene and food culture.
Educational questions.
1. Hygienic nutritional requirements.
2. Food culture.
Purpose. Upon completion of the study of the topic, students should have an idea of \u200b\u200bthe hygienic requirements for food.
The main content of the lesson.
Basic concepts of the components of a normal diet: diet, quantitative composition of food, environmental requirements for food.
Four basic food requirements:
Satisfaction of the body in energy;
Variety of food;
Balanced diet.
Organized diet. Meal time. Intervals between meals. The distribution of calorie intake throughout the day. The duration of the meal.
Food culture and health. Moderation in diet. Components of food culture: following the rules of hygiene and strict adherence to etiquette. The concept of etiquette. The basic rules of etiquette in food culture before meals, during meals, after meals.
Conclusion. Review the main points and check the understanding of the topic.
Questions to test the knowledge gained.
What are 2-4 food hygiene requirements?
What does diet mean? How many times a day should you eat? How should food intake be distributed throughout the day? What impression does a neat, tidy person make? How should you sit at the table? Can I talk at the table?
Homework. Section 3, chapter 3, topics 3.1 and 3.2.
Practical task. Have a family dinner on Friday, the last day of the week. Help Mom set the table. Dress smartly. At the table, all together try to follow the rules of hygiene and strictly follow etiquette.
Lessons 31-32. Features of adolescence.
Educational questions.
1. Behavior change in adolescence.
2. Relationship with parents.
3. Changes in the body during adolescence.
Purpose. Upon completion of the study of the topic, students should have an idea of \u200b\u200bthe changes taking place in the body and in the behavior of adolescents.
The main content of the lesson.
Adolescence is an important stage in a person's life. Patterns of behavior change in adolescents: irritability, resentment, vulnerability, frequent mood swings.
Friendship concept. Relationships with friends. The concept of "group pressure". Own point of view. Self-esteem.
Relationship with parents during adolescence. Why do conflicts arise? A sense of independence. Is it possible to do without conflicts.
Changes in body proportions in adolescents, as a physiological formation of the body. Puberty is the process of growth and change of the corresponding organs. External changes in adolescents during puberty. Features of changes in the body during adolescence in boys and girls.
Conclusion. Review the main points and check the understanding of the topic.
Questions to test the knowledge gained.
Why is adolescence considered an important stage in a person's life? What does Nature do with the human body, and what do you do yourself? Explain the concept:
"The key to communication"? Have you picked up the "golden key" for communicating with your parents? Is it possible to do without conflicts? What determines the proportions of the body and appearance in adolescence? What external changes in the body occur in boys during adolescence? What changes do girls experience during adolescence?
Homework. Section 3, Chapter 4 Topics 4.1; 4.2;
4.3:4.4.
Test papers
Examination work 1.
"Emergency and extreme situations in nature."
Option 1.
1. What situations are called extreme? Give examples.
2. Why is autonomous existence considered the most dangerous extreme situation? What are the main reasons for the forced autonomous existence of man in nature?
3. Name the main 4 groups of survival factors.
Option 2.
1. Name the main types of possible extreme situations in nature.
2. How do personal, natural and material factors influence human survival in natural conditions?
3. List the main stressors of human survival during forced autonomous existence in nature.
Test work 2.
"Psychological foundations of survival in natural conditions."
Option I.
1. How can you assess the situation with the help of "attention"?
2. Describe the concepts of "involuntary" and "arbitrary" memory. Does the survival of a person in an extreme situation depend on the level of development of thinking?
3. What effect does imagination have on a person? What can the imagination of pictures of dangerous situations lead to?
Option 2.
1. What are the causes of fear in extreme situations? Give examples of the panic behavior of a person in an extreme situation.
2. What influence do “sensations” and “perceptions” have on a person who is in an extreme situation?
3. Name the strong-willed character traits of a person. How does a strong will help you survive in extreme situations?
Examination work 3.
"How to prevent getting into an extreme situation?"
Option 1.
1. List the main activities in preparation for the hike.
2. What rules of movement of the group along the route during the hike do you know? Why are the last kilometers of the day crossing considered the most difficult?
3. What are the requirements for a traveler's clothing? How should you dress when going on a hike in summer and winter?
Option 2.
1. Why is it necessary to inform the search and rescue service of the route of the campaign and the timing of its conduct.
2. What are polygon boundaries and why are they defined? Give examples of “linear landmarks”.
3. What are the requirements for a traveler's footwear? How to dry wet hiking shoes?
Test work 4.
"The autonomous existence of man in nature."
Option 1.
1. What you need to know if you find yourself in an extreme situation?
2. What you need to know if you get lost and cannot find your tracks?
3. In what ways can you determine the cardinal points on the ground?
4. How to choose a place for a temporary dwelling?
6. What methods of cooking and boiling water do you know when there are no dishes? Option 2.
1. What should you do if you find yourself in an extreme situation?
2. What should you do if you are behind the group during the hike?
3. What methods of overcoming water obstacles do you know? How to properly overcome water obstacles (rivers, swamps)?
4. How should a fire be built correctly?
5. List the basic rules for providing food and water in an autonomous existence.
Test work 5.
"Change of climatic and geographical conditions".
Option 1.
1. How to adapt to local time when changing climatic and geographical conditions?
2. What should be done to facilitate acclimatization in the mountains?
3. How should you eat in a new area when changing food? Option 2.
1. How to adapt to the local climate when changing climatic and geographical conditions?
2. Features of acclimatization in the mountains.
3. When cooking meat in the mountains, is it better to boil or fry and why? Where is the best tea brew: in the mountains or in the plains? There are two reasons - name them.
Examination work 6.
"Protection of the population from the consequences of emergencies in peacetime and wartime."
Option 1.
1. What are the shelters (protective structures) for and what is their reliability?
2. Actions of the urban and rural population on the signal "Air raid", if the signal found you at home.
3. How to use a damaged gas mask if there is significant damage to its face?
Option 2.
1. Basic rules of conduct in shelters (protective structures).
2. Actions on the signal "Air raid", if the signal caught you on the street, in public transport.
3. How to use a damaged gas mask if a puncture is found in the gas mask box?
Test work 7.
"Rules for first aid in natural conditions."
Option 1.
1. What disinfectants, medicines and ointments should be in a travel medicine cabinet?
2. What are the signs of a poisonous snake bite and the rules of first aid to the victim?
3. Signs of sunburn and first aid to the victim.
4. List the signs of drowning. What should be done first after taking the victim out of the water?
Option 2.
1. Name the signs of an insect bite (bees, wasps, hornets, horseflies, ticks). What is the first aid provided to the victim with their bites?
2. What is a burn? First aid rules for skin burns.
3. Signs of frostbite and cooling of the body. First aid to the victim.
4. The sequence of first aid for drowning.
Test work 8.
"Characteristics of various types of injuries (injuries) of the human body and the causes that cause them."
Option 1.
1. What factors cause injury?
2. Signs of bruises and fractures. First aid for bruises and fractures.
3. What determines the ways of transporting the victims. How to arrange a stretcher from poles? Option 2.
1. Which injuries are open and which are closed?
2. Signs of sprains and dislocations. First aid for sprains and dislocations.
3. How to arrange a stretcher-dragging from long poles? Can the victim be carried in a backpack?
Examination 9.
"Proper nutrition is the basis of a healthy lifestyle."
Option 1.
1. What body functions are affected by nutrition?
2. What is the function of fats, proteins and carbohydrates in the human body?
3. What are the basic hygiene requirements for food?
4. How should you behave at the table while eating?
Option 2.
1. In what form and where is the energy obtained from food stored in the human body?
2. What is the function of vitamins, minerals and water in the human body?
3. What does diet mean? How many times a day should you eat?
4. What should be done before eating?
Examination work 10.
"Features of adolescence."
Option 1.
1. Why is adolescence considered an important stage in a person's life?
2. Is it possible to avoid conflicts in relations with parents?
Option 2.
1. How does the behavior of adolescents change during the period of maturation of the body?
2. What determines body proportions and appearance during adolescence?
3. What external changes occur in boys and girls during adolescence?
