Passport of the Sad station. Apple tree" Location: section of group No. 6 "Topolyok" Brief description of the route: 1. Apple tree. 2. Strawberries 3. Bird feeder. 4.Birds' nest. 5. Flower plantings (calendula, cosmos, marigolds). Environmental signs and indicators are expected. Mode of use: Excursion educational activities. Ecological walks. Rest. The route was developed by: Shakhova V.I. Melnikova E.V. Station "Yablonya" Relevance. It is not for nothing that the apple tree is called the tree of love and fertility, because it patronizes youth, marriage and children, as well as the harvest. In the Christian tradition, this is the tree of knowledge. The apple tree has been treated with honor and respect since ancient times. Any education, be it environmental, aesthetic, moral, must be an education of the heart, which gives rise to feelings, thoughts and actions. All the great teachers of the world talk about this. The heart is the source of humanity in man. “The years of childhood are, first of all, the education of the heart,” wrote V. Sukhomlinsky. Environmental education of preschoolers without education of the heart is impossible. And the time limit for this is short - seven years; it will be extremely difficult to do this further. At preschool age, mastering the basics of environmental knowledge is most promising, since it is at this age that the child perceives nature very emotionally and pays attention to features of nature that an adult would not even notice. A child is able to be surprised by what surrounds him. Nature is an amazing phenomenon, the educational impact of which on spiritual world It is difficult to overestimate a preschooler's child. Nature is the source of the first concrete knowledge and joyful experiences, often remembered for a lifetime. A child's soul is revealed in communication with nature, interest in the world around him is awakened, and the ability to make discoveries and be surprised by them is formed. Help children see the uniqueness and mystery of plant life, understand the beauty of their native nature and treat all living things with care. It's no secret that children preschool age are explorers by nature. An unquenchable thirst for new experiences, curiosity, a constant desire to experiment, and independently seek new information about the world are traditionally considered as the most important features of children's behavior. Research, search activity is the natural state of a child, he is determined to understand the world, he wants to know it. To explore, discover, study means to take a step into the unknown and unknown. It is exploratory behavior that creates the conditions for the child’s mental development to initially unfold as a process of self-development. A child’s communication with objects of nature gives a bright emotional coloring to his daily life, enriches his experience of knowing others and self-knowledge, forms compassion for a living being, a desire to take care of him, joy and admiration from interacting with nature, i.e. positive motivation for attitude towards nature. When working with preschoolers, great importance is attached to the moral aspect: developing ideas about the intrinsic value of nature, an emotionally positive attitude towards it, developing the first skills of environmentally literate and safe behavior in nature and in everyday life. Goal: To arouse interest in a specific object - an apple tree; evoke a desire to protect, protect, take care of him. To form in children a stable positive attitude towards the apple tree as a living being, to teach them to perceive the habit of taking care of it during active activities, to form a stable desire to support, protect, protect; help children understand such categories as empathy, kindness, mercy, love for one's neighbor. Objectives: To develop children's cognitive interest, desire to observe, explore, acquire new knowledge, skills. To form an idea of the life of a plant as a living being (it grows, develops, can be sad, healthy, sick...), as a single integral organism; structure; functions and purpose of its parts (root, bark, trunk...); influence of light, heat, water; connections between the tree and other animals; the role of humans in the life of a plant; environmentally conscious behavior, human-plant communication. Strengthen the rules and skills of environmentally safe and competent communication with living beings; practice applying acquired knowledge and skills in feasible practical environmental activities. Introduce children to a plant - an apple tree, teach them to distinguish a tree (by the shape and color of leaves, by the presence of fruits), maintain interest in the life of the plant, teach preschoolers to enjoy communication with nature, to see its beauty. Give children an idea of the garden, reinforce the names of fruits, develop the ability to behave in nature, and show the importance of fruits for human health. Enrich and expand lexicon children; Foster feelings of friendship and collectivism. - develop communication skills and the ability to communicate with adults in different situations. Purpose: To introduce children to the plant - the apple tree, to teach them to distinguish a tree (by the shape and color of the leaves, by the presence of fruits), to maintain interest in the life of the plant, to teach preschoolers to enjoy communication with nature, to see its beauty through cognitive and play activities. Expected result: Development of children's cognitive activity, creative abilities, and communication skills; assistance creative development children; development of emotional responsiveness; harmonization of relations between adults and children - to realize such categories as sympathy, kindness, mercy. Appendix No. 1 Excursion “What Grows in the Garden” Appendix No. 2 Conversation “Looking at the Apple Tree” Appendix No. 3 Lesson notes “Apples are ripe in our garden” Appendix No. 4 Lesson notes “Miracle Apple” Appendix No. 5 Poems about apple trees and apples Appendix No. 6 Riddles about apple trees and apples Appendix No. 7 Proverbs about apples Appendix No. 8 Outdoor games Appendix No. 9 Didactic games Appendix No. 10 Russian folk tale “Geese-Swans” Appendix No. 11 K.D. Ushinsky. “The story of one apple tree” Appendix No. 12 K.D. Ushinsky. “Tree dispute” Appendix No. 1 EXCURSION “WHAT GROWS IN THE GARDEN” Program content: Learn to observe natural phenomena, analyze them, draw conclusions about patterns. To develop children's knowledge about trees and the benefits of plants. To instill in children the need to protect nature and respect trees. Vocabulary work: trunk, fruits - activate in colloquial speech. Demonstration material: leaves, fruits (models or pictures). Preliminary work with children: observing trees on a walk, observing insects, memorizing poems. Preliminary work of the teacher: writing notes, preliminary work with children, preliminary inspection of the site for the excursion. Progress of the lesson Teacher. Guys, now we will go on an excursion. Today we will have an excursion to the garden. Let's first remember how to behave in nature. Children. Keep quiet. Do not litter. Don't break branches. Educator. That's right, children. I think I can go to the garden with you. (Let's go to the garden) Teacher. Here is our beautiful garden. Look around, what do you see in the garden? Children. Trees. Flowers. Shrubs. Grass. Educator. What are these flowers called? Children. Daisies. Dahlias. Daffodils. Asters. Cornflowers. Marigold. Educator. Right. And now I’ll tell you a riddle. Listen carefully. “I am woven from heat, I carry warmth with me. I warm the rivers “Bathe!” - I invite you. And you all love me for this.” Educator. What time of year are we talking about? Children. We're talking about summer. Educator. How did you guess? Children. Because in summer you can swim and sunbathe. Now the time of year is summer. Educator. That's right, guys. Well done. We have already said that we have both trees and shrubs growing in our garden. Please tell me how to distinguish them? Children. The trees are tall and the bushes are low. Educators. Also, what distinctive features have you noticed? Children. Trees have a trunk, but shrubs do not have a trunk. Educator. Fine. And who will say: they are similar? Children. Yes, they are similar. They have branches, leaves, fruits, roots. Educator. Right. And now we will play with you. The game is called “Which tree is the leaf from?” I will show you the leaves, and you will tell me which tree or bush this leaf comes from. (I show leaves of apple, currant, cherry, birch, gooseberry, rosehip.) Educator. What are the leaves of the apple tree called? Children. Apple tree. Educator. And the birch leaf? Children. Birch. Educator. Fine. And now another game. It's called "Confusion". I will show you a leaf and tell you which tree the leaf comes from. Be careful, I might confuse them. Educator. Fine. Guys, maybe some of you know riddles, poems about trees and bushes. Child. Same with a fist, a red barrel. If you touch it, it’s smooth, And if you bite it, it’s sweet. Children. Apple. Child. Blue uniform, Yellow lining, And in the middle - sweet. Children. Plum. Educator. Well done, children. Also, what plants grow in our garden? Children. The berries are growing. Educator. Guys, look, what are you seeing on the berry? Children. The berry has visible flowers. Educator. Right. Do you know how berries appear? Children. First a flower, then a green berry, then a berry. Educator. Right. A berry is a fruit. Let's all say “fruit” together. (Choral repetition). Trees also have fruits. What do you think the fruits of the apple tree are called? Children. The fruits of an apple tree are apples. Educator. What about oak fruits? Children. Oak fruits are acorns. Educator. Well done. Now let's play again. The game is called “Recognize the Fruit”. I will show you fruits, and you guess what kind of fruit it is. (Showing fruits). Educator. What trees are most often found on the streets of our city? Children. Poplar. Maple. Birch. Educator. People in cities plant trees that grow quickly and unpretentiously, and are not afraid of city air. Poplar grows very quickly. In one summer, a tree up to the second floor grows from a small branch. Why do you think trees are needed in the city? Children. Clear the air. To make it beautiful Educator. Urban trees and shrubs also need to be treated with care. After all, they help us a lot. Guys, this is the end of our tour. Let's remember where we went? What did you learn? Children. We went on a tour of the garden. We learned a lot of interesting things about trees, flowers, and shrubs. Educator. What else did you find out? Children. We found out what the fruits are called. How similar trees and bushes are. Educator. Right. Nature must be protected. You cannot break branches or scare birds. We simply need trees, bushes, flowers, herbs. They are our friends and helpers. You all answered the questions well today. Let's say “thank you” to the garden for introducing us to its trees, flowers, and shrubs. Appendix No. 2 CONVERSATION “Looking at an apple tree” Goal: to arouse interest in a specific tree - an apple tree, develop cognitive interest, cultivate love and respect for native nature. It's as big as a fist, a ruddy side, if you touch it, it's smooth, if you bite it, it's sweet. What is this? (apple) Questions for conversation: Is this a fruit or a vegetable? (children's answers). Where does the apple grow? (this is a fruit that grows in the garden, on an apple tree). Children, how is an apple born? (children's answers). The apple grows for a long time - from early spring to late autumn. In spring, the Apple tree pleases us with delicate white-pink flowers. In summer, the flowers transform into small apple fruits. Who knows what the taste of an apple depends on? (Children's expected answers): If there was little sun and moisture, then the apple will be sour and not juicy. You need to take care of him. That’s right, for an apple to fill with ripeness, become rosy and juicy, a person must take care. But how should you care for your apple tree? (children's answers). Of course, water, loosen the soil, fight harmful insects, tie up branches so that they do not break from the wind and heavy fruits. The story of “The Little Gardener”: The Little Gardener tells the children that southern varieties of apple trees do not grow in Siberia because they cannot withstand the harsh winter. Gardeners have developed many varieties that grow well in Siberia; such as ranet. It tolerates winter well, although their apples are small, but no less tasty. Our apple tree is also called ranetka. (Examining an apple tree) Apple trees also have merit in treating humans. An English proverb says: “You don’t need a doctor for an apple a day.” One apple is good, but two or three are better. Apples contain a lot of vitamins. Which forest dweller likes to eat apples? Do pets eat apples? How? How does a person use an apple tree? Do you think it is healthy to eat apples and why? How do you understand the proverb: “You don’t need a doctor for an apple a day”? Let's remember fairy tales: You know a lot of fairy tales and stories. Try to remember which of them contained an apple tree and apples? “Swan Geese”, “Rejuvenating Apples”, “Sleeping Beauty”, “The Old Man and the Apple Tree”. Didactic game; “Magic bag” - children try to find an apple in a bag among other fruits without seeing it. An outdoor game “Apple” is played. Children stand in a circle, pass an apple to each other, and say a rhyme in chorus. It spun, spun and rolled in circles. Where he stopped, he became friends with him. Come out, don’t yawn, start your dance! The child, who at the end of the rhyme has an apple in his hands, performs an impromptu dance to a Russian folk melody (audio recording - at the teacher's choice). Appendix No. 3 Lesson notes on the topic: “The apples are ripe in our garden.” Purpose: 1. To introduce children to seasonal changes in nature in the fall in the apple orchard. Give an idea of the structure of an apple tree and its fruits (trunk, branches, leaves, round shape, red color, large, tasty, juicy apple). Introduce the properties of soft paper. 2. Learn to construct a collective landscape composition based on the semantic context of the background picture made by the teacher. Develop imagination, master the action of “objectification” - learn to see an apple in lumps of paper of different colors. Create new ones with more “apples”, identifying them by color. 3. Exercise children to crumple soft paper with their fingers into large lumps of apples and to a limited extent “include” them in the context of a given composition. 4.Cultivate a desire to work together with peers on the background composition, transforming and complementing it. Speech material: It is big, red, tasty and sweet (Apple). Round, rosy. I'm growing on a branch. Adults and little children love me (Apple). Demonstration and handout material: 1. Application of an apple orchard (made on large sheet rolled paper) - an image of three large apple trees. On each tree there are 2-3 apples - colored round lumps: on the first tree-red apples, on the second - yellow apples, on the third - green. 2. Paper table napkins in red, yellow, green colors - 3-4 small leaves of each color for each child, glue sticks. Progress of the lesson: The teacher unfolds a roll of paper with a picture of an apple orchard in front of the children and secures it on the tables moved together; then he calls the children to him and attracts their attention to the image of the apple orchard, activates the children’s attention and attracts their attention to the image of the apple orchard, activates the children’s attention. Questions for children: What is shown here? What do you see here? What is this? (This is a garden). What is this? (This is a tree). What's here? (Here are the branches). What's on the branches? (Apples). What's going on here? Children examine the picture in detail and name everything that is depicted on it. The teacher clarifies that each apple tree grows apples of a certain color, and that there are few apples on the trees now. The teacher asks the children riddles, then offers to make sure that there are a lot of apples on the apple trees. To do this, you need to roll up colored balls and glue them onto the crown of the apple trees. Children work at tables. First, together with the teacher, they look at paper napkins: they are decorated with colors (red, yellow, green) and actions that can be used to make apples of different colors from each napkin (red, yellow, green apples). The teacher helps the children crumple the paper and roll tight lumps of apples from paper napkins. Possible comments while the children are working: -Katya, take a red napkin. -What is this? Katya what did you take? (Napkin). - Katya, what color did you take the napkin? (Red) - Roma, should I give you a green napkin? What color is the napkin in your hands? (Green) -Guys, crumple the napkins. -What did we get from the napkins? (Lumps - apples). -How many apples did we get? (A lot of). -Liza got a big apple, but what kind did Varya get? (Small). Children are invited to get up from their tables and approach the background composition “Apple Orchard”. First, you need to place paper “apples” on the crown of apple trees, taking into account their color (identify apples by color), then help the teacher glue the lumps with glue. Children work standing. Questions and comments: Educator: Guys, what will we do next? We will glue our apples. Glue them to the crown - to the branches of the apple tree. Masha will glue the apples. We will glue our paper “apples” like this! These are the apples that appeared on the apple tree. What are they? What size? What color is this apple? What color are these apples? The teacher shows the children technical techniques for working with a glue stick. Children admire the work done and are happy good harvest apples, come up with affectionate words about apple trees and apples, about the resulting picture. Summary of the lesson. Questions on the topic. Appendix No. 4 Summary of an integrated lesson on cognitive development and manual labor. Topic: "Miracle Apple." Objectives: Expand children's understanding of apples, the conditions for their cultivation, and the variety of varieties; To consolidate children's explanatory and demonstrative speech skills, to help enrich children's speech with words - the names of varieties of apples, apple dishes; Continue to expand the prospects for the development of children’s search and cognitive activity by including them in mental and transformative actions; Develop hand motor skills; Foster a caring attitude towards nature. Preliminary work. Conversations about fruit trees. Reading fiction: V. Suteev “Bag of Apples”, “Apple” R.S. “Rejuvenating apples”, R.s. “Geese-swans”, R.s. “Ivan Tsarevich and the Gray Wolf”, E. Blaginina “Yablonka”, R.S. “Havroshechka”, I. Tokmakova “Apple Tree”, I. Akim “Apple”. Materials and equipment: tray with 3-4 varieties of apples, video material “Growing apples”, “Varieties of apples”, “Apple dishes”. Modeling boards, stacks, plasticine in red, green, yellow, brown, plastic apple base, dummy apple. Progress of the lesson. Educator: Guys, today I brought you some objects to class, and which ones you must guess for yourself. Tell me how you can guess objects without seeing them (children's guesses). First we will try to guess by smell (the teacher lets the children smell the apples hidden under a napkin). (Children make assumptions). To determine as accurately as possible, let’s also touch (children identify objects by touch and make assumptions). Well done, you made the right assumptions, but in order to be completely sure of the correctness of our assumptions, I propose to guess the riddle: Same with a fist, Ruddy barrel. Touch it - smooth, bite it - sweet (apple). Children: Apples. Educator: Are apples fruits or vegetables? (children's answers) Educator: guys, in which Russian fairy tales and stories is this fruit mentioned? Children: “Geese - Swans”, “Ivan the Tsarevich and the Gray Wolf”, “Sack of Apples”, “Apple”. -Where do apples grow? (On apple trees, in the garden). - What do you think, have apple trees always grown here? Where did they come from? - At first there were wild varieties of apples and they grew in Central Asia. Scientific gardeners worked for a long time, and cultivated ones were bred from wild varieties. And the birthplace of the apple is Greece. From the Greeks and Romans, apple trees appeared in Europe, and then spread throughout the world. Our country can rightfully be called the land of apples. - What do you think determines the taste of apples? Children's assumptions (The taste of apples depends on whether they are ripe or not. Unripe apples are tasteless). Educator: In order for apples to grow rosy and juicy, a person must take care of the apple trees on which they grow. How many of you know how to care for fruit trees? Children's assumptions (trees need to be watered, loosened the ground under them, fertilized, cut off dry branches. In order to fight harmful insects, fruit trees sprayed with special solutions). Educator: tell me, where do the fruits come from on an apple tree? (Children make assumptions) Educator: first, in spring or autumn, you need to plant an apple tree seedling. When it grows up, and this does not happen so quickly, after 2 or 3 years in the spring, white-pink flowers with a delicate scent bloom on the young apple tree. Their scent attracts bees, which land on the flowers, drink the sweet flower nectar and carry pollen from flower to flower on their furry legs. After a few days, the flower petals fall off, and fruits - small apples - begin to grow from their base (ovary). Over the summer they increase in size, fill with sweet juice, and brown in the sun. Educator: the apples are ripe. Look at them (puts a tray of apples of different varieties on the table). Why do you think these apples are different from each other? What is the difference? Children: They differ in shape (round and oval), size (large and small) and color (yellow, red, green). Educator: That's right. They also differ in taste. Now we’ll try to see what they taste like, are they all the same? (the teacher cuts a piece from each variety, the children describe the taste sensations). Guys, tell me why all apples have different taste, color, shape, size? Children: because they grew up on different apple trees. Educator: Yes, gardeners have developed many varieties that differ not only in the shape and taste of the fruit, but also in the time of their ripening. Some ripen in the summer - these are early varieties, others - in the fall, they are called late or autumn. Each variety has its own name. And I suggest you look at different varieties of apples. Educator: Do you think it’s healthy to eat apples and why? Children: they contain a lot of vitamins. Educator: That’s right, apples contain a lot of substances that people need. They also contain sugar, vitamins, acids, and mineral salts. So that you can taste the apples, I cut off a piece. Let's see what happened on the cut. The cut area has darkened. This is because apples contain a lot of iron. Iron is a vitamin that is essential for human health. He colored our apples. I invite you to play the game "Apple". Children stand in a circle, pass an apple to each other, and say a rhyme in chorus. It spun, spun and rolled in circles. Where he stopped, he became friends with him. Come out, don’t yawn, start your dance! The child, who ended up with an apple in his hands at the end of the counting rhyme, performs an impromptu dance to a Russian folk melody. Educator: tell me, what dishes can be prepared from apples? Children: apples are used to make jam, compote, marmalade, and pies. Educator: Now we will see how many beautiful and tasty dishes are prepared from apples. Educator: And now we will do a very interesting craft. Choose plasticine of the same color as your apple. Then we need to make a flat cake out of it, a disk. To do this, roll the plasticine into a ball and flatten it. Let's take a plastic blank and stick our cake to it, except for the area where the stalk and leaf are. We will remove the excess plasticine in a stack. Then take a small piece of plasticine of a different color and stick the barrel. Then we make a leaf and a stem. Place the second piece on top and press down. We got a beautiful apple. You can make a medallion out of it (shows). Guys, go out into a circle and show each other what kind of apples you got. Tell us who you want to give them to. - Guys, what new and interesting things did you learn about apples today, what do you remember most and you will definitely tell it at home. - I was very pleased to talk with you, work with you, and I want to treat you to delicious apple juice. Appendix No. 5 Poems about apple trees and apples “About apple trees and apples” The beautiful apple tree has fruits - a gift of summer. The beautiful apple tree has fruits that are tastier. Green and red, Healthy, beautiful, Excellent aroma - everyone is happy to try. On a wonderful branch there is a row of useful fruits, At the end of the golden summer they go out to the parade. And then they go into boxes and baskets, and arrive fresh to our stores straight away. Author: Iris Review “The apple spoke” The apple spoke to its twig: “Give me freedom, twig, let me go quickly. Round, ruddy, I’ll swing down the hill, And again I’ll return to the apple tree By nightfall.” The twig answered: “Wait three days. You will become even more ruddy with me. I will give you honey to drink, my beloved one, and rock your cradle in the evening. And if you fall from the tree - Bon voyage - An apple on an apple tree will no longer grow.” Author: S. Marshak “Apple tree” Small apple tree in my garden. White, white, everything is in bloom. I put on a dress with a white border. Little apple tree, make friends with me. Author: Irina Tokmakova “Here are the apples, apples, for glory” Here are the apples, apples for glory! I can say that the best fruits in the whole earth are the only ones. Miracle! Color like amber or gold. How pure, transparent and shiny! Like the sun, admiring them, leaves His rays in them. And the taste! Not like sugar or honey - much thinner, higher... Author: N.M. Yazykov Appendix No. 6 Riddles about an apple and an apple tree It’s the size of a fist, a red barrel, If you touch it, it’s smooth, if you bite it, it’s sweet. Answer: An apple hangs on a branch, its ruddy side glistens. Answer: Apple Round, ruddy, I grow on a branch. Adults and little children love me. Answer: Apple Juicy, fragrant, rosy, magical. We grow on trees. Answer: I’ll get round, ruddy apples from the tree, put them on a plate, “Eat, mommy,” I’ll say. Answer: Apple I won’t tear the rosy Matryoshka away from my friends, I’ll wait until the Matryoshka falls into the grass on its own. Answer: The apple While it was small, It did not fall, But when it grew, it fell. Isn't it funny? Answer: Apple Look into the autumn garden Miracle - Balls hanging. Reddish, ripe side for the kids' teeth. Answer: Apple Dear Worm! Don't eat my barrel. I'll get the kids. Fidgets, Playful girls! Answer: The apple was not the mother’s, but a gift. Answer: Apple tree There is a miracle tree, There are balls on the tree: Green in summer, Ruddy in autumn. Answer: Apple tree Appendix No. 7 Proverbs about apples. Like the apple tree, so are the apples. I ate my fill of apples without breaking branches. Apples are always sweeter in someone else's garden! It's cute on the outside, but rotten from the inside. That apple tree did not grow without the worms whittling it away. All of Europe is talking about the Michurin hybrid. The apple seed knows its time. The soul is not an apple, you cannot divide it. The apple never falls far from the tree. Don’t shake the apple tree while it’s green: when it’s ripe, it will fall on its own. Phraseologisms There is nowhere for an apple to fall (about very crowded conditions). Apple of discord (that which gives rise to a quarrel). Appendix No. 7 Outdoor games “Get the apple” Number of players: 1-6 people. Inventory: threads, apples. On tree branches or other objects on different heights hang the apples. Ask the children to jump and get the apples. “Dance with Apples” Number of players: 2, 4 or 6 people. Inventory: several apples. Children stand opposite each other, holding an apple between their foreheads. To the cheerful music of a noise orchestra, couples try to perform any dance moves. If the apple falls, the pair leaves the circle. “Run to the named tree” Purpose: to train in quickly finding the named tree; fix the names of trees; develop fast running. Progress of the game: the driver is selected. He names a tree, all children must listen carefully to which tree is named and, in accordance with this, run from one tree to another. The driver carefully monitors the children; whoever runs to the wrong tree is taken to the penalty bench. “Find a leaf, like on a tree” Purpose: to teach how to classify plants according to a certain characteristic; develop observation skills. Progress of the game: The teacher divides the group into several subgroups. Everyone is invited to take a good look at the leaves on one of the trees, and then find the same ones on the ground. The teacher says: “Let’s see which team finds the right leaves faster.” The children begin their search. Members of each team, having completed the task, gather near the tree whose leaves they were looking for. The team that gathers near the tree first, or the one that collects the most leaves, wins. “Who will collect it sooner?” Goal: learn to group vegetables and fruits; cultivate quick response to words, endurance and discipline. Progress of the game: Children are divided into two teams: “Gardeners” and “Gardeners”. On the ground there are models of vegetables and fruits and two baskets. At the command of the teacher, the teams begin to collect vegetables and fruits, each in their own basket. Whoever collects first raises the basket up and is considered the winner. “Such a leaf - fly to me” Goal: to develop attention and observation; practice finding leaves by similarity; activate the dictionary. Progress of the game: The teacher and the children examine the leaves that have fallen from the trees. Describes them, says what tree they come from. After some time, he distributes leaves from the children different trees, located on the site, and asks to listen to him carefully. Shows a leaf from a tree and says: “Whoever has the same leaf, run to me!” Appendix No. 8 Didactic games “WHAT GROWS WHERE?” Target. Teach children to understand the processes occurring in nature; show the dependence of all life on earth on the state of the vegetation cover. Progress of the game. The teacher calls different plants and shrubs, and children choose only those that grow in the given area. If they grow up, the children clap their hands or jump in one place (you can choose any movement), if not, the children are silent. Plants: cherry, apple tree, palm tree, rose hip, currant, apricot, raspberry, orange, lemon, pear, pineapple, etc. “FIND OUT WHOSE LEAF IS IT.” Target. Teach children to recognize and name a plant by leaf, to find it in nature. Progress of the game. Collecting leaves that have fallen from trees and bushes. The teacher suggests finding out which tree or shrub the leaf is from and finding evidence (similarity) with unfallen leaves that have a variety of shapes. "FIND A MATE." Target. To develop children's thinking and intelligence. Progress of the game. The teacher hands out one sheet of paper to the children and says: “The wind blew. All the leaves have scattered." Hearing these words, the guys spin around with leaves in their hands. The teacher gives the command: “One, two, three - find a pair!” Everyone should stand next to the tree whose leaf they are holding in their hands. "GARDENER". Target. To consolidate children's knowledge about the appearance of some trees and shrubs (trunk, leaves, fruits and seeds). Progress of the game. A “gardener” is chosen, and the rest of the children are his assistants. They came to help him collect seeds for new plantings. The “gardener” says: “There are a lot of apple trees (cherries, plums) growing on my plot, let’s get some seeds.” A "gardener" can only describe a tree without naming it. Children look for seeds, collect them and show them to the “gardener”. The one who collected the most seeds and made no mistakes wins. D/I “Arrange the apples” Appendix No. 9 Tale Geese and Swans Once upon a time there lived an old man and an old woman; they had a daughter and a little son. - Daughter, daughter! - said the mother. - We’ll go to work, bring you a bun, sew a dress, buy a scarf; be smart, take care of your brother, don’t leave the yard. The elders left, and the daughter forgot what she was ordered to do; I sat my brother down on the grass under the window, and she ran outside, started playing, and took a walk. Geese-swans swooped in, picked up the boy, and carried him away on their wings. The girl came, and lo and behold, her brother was gone! She gasped, rushed back and forth - no! She called, burst into tears, lamented that it would be bad from her father and mother, but her brother did not respond! She ran out into an open field; Geese-swans darted in the distance and disappeared behind the dark forest. Geese-swans have long gained a bad reputation for themselves, they did a lot of mischief and kidnapped small children; the girl guessed that they had taken her brother away and rushed to catch up with them. She ran and ran, and the stove stood still. - Stove, stove, tell me, where did the geese fly? “Eat my rye pie,” I’ll say. - Oh, my father doesn’t eat wheat! The stove didn't say. I ran further, there was an apple tree. - Apple trees, apple trees, tell me, where did the geese fly? “Eat my forest apple,” I’ll say. - Oh, my father doesn’t even eat garden vegetables! I ran further, there was a milk river, Kiselnye banks. - Milk river, jelly banks, where did the geese fly? “Eat my simple jelly with milk,” I’ll say. - Oh, my father can’t even eat cream! And for a long time she would have run through the fields and wandered through the forest, but, fortunately, she came across a hedgehog; She wanted to push him, she was afraid of getting hurt and asked: “Hedgehog, hedgehog, did you see where the geese flew?” - Over there! - pointed. She ran - there was a hut on chicken legs, it stood there and turned. A Baba Yaga sits in a hut, with a sinewy face and a clay leg; My brother is sitting on a bench, playing with golden apples. His sister saw him, crept up, grabbed him and carried him away; and the geese fly after her; the villains will catch up, where to go? A milk river runs along the banks of jelly. - Mother River, hide me! - Eat my jelly! Nothing to do, I ate. The river planted her under the bank, the geese flew by. She came out and said: “Thank you!” - and again runs with his brother; and the geese have returned and are flying towards. What to do? Trouble! There are apple trees. - Apple tree, mother apple tree, hide me! - Eat my forest apple! I ate it quickly. The apple tree shaded it with branches and covered it with leaves; the geese flew by. She went out and ran again with her brother, and the geese saw them and followed her; They swoop down completely, they’re already beating with their wings, and before you know it, they’ll rip you out of your hands! Fortunately, there is a stove on the road. - Madam stove, hide me! - Eat my rye pie! The girl quickly put the pie in her mouth, and herself into the oven, sat down in the mouth. The geese flew and flew, screamed and shouted, and flew away with nothing. And she ran home, and it’s good that she managed to run, and then her father and mother came. Appendix No. 10 K.D. Ushinsky. "The story of an apple tree." A wild apple tree grew in the forest; in the fall a sour apple fell from her. The birds pecked at the apple and also pecked the grains. Only one grain hid in the ground and remained. The grain lay under the snow for the winter, and in the spring, when the sun warmed the wet ground, the grain began to germinate: it sent out a root and sent up the first two leaves. A stem with a bud ran out from between the leaves, and green leaves came out of the bud at the top. Bud by bud, leaf by leaf, twig by twig - and five years later a pretty apple tree stood in the place where the grain had fallen. A gardener came to the forest with a spade, saw an apple tree and said: “This is a good tree, it will be useful to me.” The apple tree trembled when the gardener began to dig it up, and thought: “I’m completely lost! “But the gardener dug up the apple tree carefully, without damaging the roots, moved it to the garden and planted it in good soil. II The apple tree in the garden became proud: “I must be a rare tree,” she thinks, “when they brought me from the forest to the garden,” and looks down on the ugly stumps tied with rags; She didn’t know that she was in school. The next year a gardener came with a curved knife and began to cut the apple tree. The apple tree trembled and thought: “Well, now I’m completely lost.” The gardener cut off the entire green top of the tree, left one stump, and even split it on top; the gardener stuck a young shoot from a good apple tree into the crack; I covered the wound with putty, tied it with a cloth, set up a new clothespin with pegs and left. III The apple tree fell ill; but she was young and strong, she soon recovered and grew together with someone else’s branch. The twig drinks the juice of a strong apple tree and grows quickly: it throws out bud after bud, leaf after leaf, shoots out shoot after shoot, twig after twig, and three years later the tree blooms with white-pink fragrant flowers. The white and pink petals fell, and in their place a green ovary appeared, and by autumn the ovaries became apples; Yes, not wild sorrel, but large, rosy, sweet, crumbly! And the apple tree was such a pretty success that people came from other orchards to take shoots from it for clothespins. Appendix No. 11 K.D. Ushinsky. TREE DISPUTE The trees argued among themselves: which of them is better? Here the oak says: “I am the king of all trees!” My root is deep, the trunk is three times around, the top looks to the sky; My leaves are carved, and the branches seem to be cast from iron. I do not bow to storms, I do not bend before thunderstorms. The apple tree heard the oak boasting and said: “Don’t brag too much, oak tree, that you are big and fat: but only acorns grow on you, for the pigs’ amusement; and my rosy apple even appears on the royal table. The pine tree listens, shakes its needle-like top: “Wait,” he says, “to boast; Winter will come, and you will both be standing barefoot, but my green thorns will still remain on me; without me, people wouldn’t be able to live in the cold side; I use it to heat stoves and build huts.
Justification of the project.
Project "Our School" Apple orchard» is aimed at solving environmental, pedagogical and social problems. The project is long-term - the implementation period is not limited by time frame.
Project idea:
Planting a school apple orchard.
The origin of the tradition of school gardening.
Main stages of the project, implementation mechanism:
Stage 1 (autumn 2017): familiarization with planting technology fruit trees and caring for them. Choosing a site for planting a garden. Determining the qualities of the soil. Consultation with specialists and experienced gardeners in the village.
Stage 2 (April-May 2018): preparing a site for an apple orchard. Garbage collection. Preparation of planting holes. Planting seedlings and wildflowers in the ground and their subsequent care. Planning of experimental work.
Stage 3 (May 2018; further for several years): grafting of rootstocks of zoned varieties of apple trees various methods. Care and monitoring of them. Beginning of experimental work to study grafting methods.
Summing up interim results of the project at each stage.
Research methods:
- Method of studying literary sources. Reading and analyzing printed materials on an issue of interest. Using the acquired knowledge to plan your own research and practical activities.
- Observation method. Conducting phenological observations, taking into account the productivity of plants, assessing the decorativeness of plants, determining the resistance of plants to diseases and adverse weather conditions.
- Method of analysis and generalization. Analysis of observational data and synthesis of material in the form of tables and diagrams in order to implement research materials in practice.
Project initiative group: teachers and public education workers
Project target group: students, teachers and public education workers
Social partnership: territorial department Gazoprovodsky administration of the city of Lukhovitsy
Expected Result.
The theoretical and practical significance of this project is enormous. We believe that the results of the work on the emergence of the tradition of school gardening can be used to solve the problems of environmental and moral education not only for children, but also for adults.
As a result of work on the project, a school garden will be established, the technology of planting apple trees will be developed, seedlings and wildflowers will be planted in the school plot, and experimental work will be started.
This work has favorable prospects associated with changing the design of the school yard and the emergence of school gardening traditions.
We, the authors of the project, are confident that, having mastered the methods of growing apple trees, schoolchildren and adults, village residents, will not stop only at the school plot. Having grown an apple tree at school, everyone will want to do the same at home. After all, all this can be done without special costs and devices.
I would like to hope that the problem of the emergence of gardening traditions will not leave our fellow countrymen indifferent. Towards a movement for beauty and wealth native land Many more schoolchildren and adult nature lovers will join, thanks to whom our fertile Lukhovitsk LAND will flourish!
By creating a school garden, we revive our spirituality
Create your own piece of paradise on earth, bringing big harvest delicious fruits is not an easy task. Planting a garden requires a large amount of knowledge, certain skills, and the availability of special equipment (in case of planting large plot). It is necessary not only to study the features of the area and prepare the site for planting young animals, but also to acquire high-quality planting material, as well as study the features of its cultivation and care rules.
In this article you will find recommendations for planting a garden. We will look at where to start, what season to choose for planting, what you can save on, the basic rules and technologies for planting trees; We will try to answer questions about the possibility of making money on fruit, stone fruit and nut crops.
First, let's figure out where to start laying a garden in the country, in the yard or in a large plot of land. So, in total, even before planting the young animals, 10 works will have to be completed:
If you wish, you can do all of the above work yourself or use the services of professionals. Our experienced gardeners will help you draw up a planting plan, having previously established the characteristics of the area and soil; we will also take into account all your wishes and select plant varieties for high-quality growth and the fastest possible development of future planting.
Choosing a site for planting a garden- not an easy task. The most favorable is considered to be a well-lit area with flat terrain. Cold air masses should not stagnate in the planting area; they often cause poor development of trees and partial death of young growth. Groundwater should be at a level of 1.5-2 m from the ground surface. Soil characteristics also influence plant growth. It should be fertile, neutral (acidity close to pH=7), loose.
If the soil does not meet the desired requirements, it is necessary to carry out soil preparation for laying the garden. This includes the following work:
The beginning of the planting season directly depends on the climate zone. Planting a garden in spring is done in cold areas (in the north). Here, autumn young growth simply does not survive: with the arrival of severe frosts, most of the seedlings freeze out. Autumn planting work is carried out in the south. Here, autumn young growth shows excellent survival rate, while spring young ones wither under the scorching southern sun, without having time to take root well. IN middle lane Plants planted in both spring and autumn are well accepted.
Living in the private sector, almost each of us is trying to acquire a vegetable garden and our own garden of fruit-bearing trees. This is the key to quality nutrition, because our own products do not contain chemicals, nitrates or artificial growth accelerators. When growing trees and shrubs, both the technology of planting a garden and the technology of fruit production are of great importance. The quantity and quality of the latter directly depends on compliance with the rules of planting young animals and caring for plants.
As mentioned above, before planting young animals, it is necessary to draw up a planting plan. On the Internet you can find a large number of various schemes planting, but in reality, when planning the placement of trees, other distances must be observed.
If we are talking about household planting(home garden, planting trees in the country), then the step between plants should be equal to the sum of the heights of adult trees. Only in this case will your trees be able to develop well: the crowns will grow in width (if they are pruned in a timely manner and correctly formed), and they will not intertwine. Moreover, natural light will be enough to “fill” the fruit, which affects the quality of the product.
Planting an industrial garden, on the contrary, is produced according to the rule: than more plants, all the better. Modern plantings are planted according to the 0.7x2, 4x6 or 6x8 pattern (depending on the rootstock). Plantings recoup investment in 4-5 years of fruiting. They are regularly and heavily pruned. Trees in such a garden effectively bear fruit for 15-20 years, after which they are completely uprooted and new young trees are planted.
Planting an intensive plant helps quickly recoup investment in planting new plants columnar garden, bringing a large amount of harvest within a couple of years. Unlike strong and medium-sized trees, columnar plants are easier to care for, and they take up little space.
A feature of “pillar trees” is the close location of the root system to the surface of the earth. It is easily damaged by intensive watering and fertilization. Special care is needed here. For the winter, such plants are well insulated in the trunk area, and also try to provide maximum comfort for the roots (they create a fur coat from sawdust or other insulating natural materials). Correct planting of an intensive garden is based on maintaining the distances between young plants, as well as the location of plants different types. The spacing between seedlings is about 1 m between trees of the same type, and about 2 m between plants of different species and varieties.
The project for planting a garden of medium-sized or vigorous trees also takes into account the types of plants. Not all trees live in close proximity to each other. Sometimes the proximity of different species of young animals leads to negative consequences: some trees simply kill other species and only get along with their own kind. Let's give compatibility table:
The most effective way is to plant seedlings of one type of plant. However, in order for the garden to bear fruit for as long as possible, you can plant various varieties. Some will bear fruit as early as mid-summer, others in late or early autumn, and others by the end of the harvest season (as winter approaches).
The characteristics of each variety are taken into account technological map for laying the garden. It also includes the rules of care, timing of pruning and fertilizing, as well as a number of other important processes. We propose to develop a technological map: practically create a special manual for caring for each tree for the effective development of plants. By following the prescribed rules and technologies, you will quickly find an excellent garden that will produce a large amount of high-quality harvest, which will allow you to quickly return the money spent on planting, after which your trees will begin to actively generate profits.
When deciding to execute landing to make money, it is necessary to competently plan all stages of fruit growing: from planting young animals to harvesting. In this case, it is necessary to accurately calculate all cash injections: the cost of planting a garden, wages, rental of special equipment (if necessary), purchase of tools and other financial expenses.
Before you rent a plot for planting trees or buy land, you need to draw up business plan for starting a garden. This document includes the following items:
Mechanization of the processes of planting a garden is not a prerequisite for planting trees, but it helps to significantly simplify the task of preparing the soil composition and the planting process. If you abandon special equipment and do all the work manually, the time period spent on the bookmark will increase several times. It will be possible to start a new garden only after a year, or even two (if good conditions and the presence of a large number of employees).
We provide professional gardening services. Our gardeners optimize time and carry out rational planning of all processes. Within a quarter, you will acquire a new industrial garden, and the technological map we have developed will help you grow beautiful trees that bring a large amount of high-quality harvest in the shortest possible time.
Above, we have already examined the features of planning gardens: where to start, how the planting itself occurs, business planning and other processes. We mentioned earlier that the planting of orchards and vineyards should take into account the varietal and species characteristics of the trees. It remains to talk about important features each type of plant. So let's get started.
The first thing we will look at is This is the beginning of an orchard. Let's look at the most popular garden crops:
Other types of fruit trees are less popular. However, it is precisely this feature that makes it possible to make good money on the harvest.
Establishing a stone fruit garden has its own characteristics:
Let us remind you that our qualified specialists will help you carry out preparatory and planting work. In addition to gardening work, we provide services for the selection of quality seedlings. Our professionals will independently select and deliver planting material to your site. Bookmark young garden from excellent material in the right period of time according to the right technology– the key to the success of a fruit growing business! That's the whole theory. It's time to start practicing! :)
We wish you to successfully acquire a planting of beautiful trees and build a profitable business!
Aggregated indicators
implementation of the investment project
apple orchard bookmarks
intensive type A
Saint Petersburg
Name of the project - " Integrated indicators of the implementation of the investment project for planting an intensive apple orchard with an area of 30 hectares ».
The investment project involves the establishment of an intensive apple orchard in the Kharkov region, Lozovsky district, village. Garden, with an area of 30 hectares on a trellis support using drip irrigation equipped with modern equipment.
Project payback period - 5 years
Apple orchard
Rootstock - M9
Planting patterns: 4m x 1m;
Number of trees per 1 hectare of planting: 2500 trees;
The water source is an artesian well.
The irrigation system is drip.
The planned planting of the garden will be carried out with promising late-ripening varieties: Idored, Golden Delicious, Jonagold, Ligol, Gloucester, Renet Semirenko
When planting a garden on a dwarf rootstock using intensive technology, the installation of trellises and bamboo is provided as a means of individual support for each tree.
Intensive technology for growing fruits, as the most cost-effective, is currently used by all European countries.
The technology for planting an intensive garden includes the following costly aspects:
Design;
Soil preparation;
Dividing the site into blocks, cells, rows;
Planting;
Installation of support;
Irrigation system design;
Mowing grass;
Herbicidal weeding in rows;
Plant protection from pests and diseases;
Nutrition of plants together with watering;
Pruning, green operations and other types of work;
Purchase of specialized equipment.
Growing technology
Description of the site
An apple orchard plot consists of cells, the varieties in each cell are alternated in rows (for better pollination during the flowering period), it is more convenient for each variety to have an even number of rows. The row length should not exceed 150m (due to restrictions on drip irrigation and harvesting). The cages are separated by roads 15m wide.
The satellite image shows 2 possible areas (32 hectares and 38 hectares) for the first stage of planting (autumn 2012). These areas were selected due to the possibility of their faster commissioning compared to others. The rows should be located in the North-East - South-West direction (parallel to the forest protection belts).
In each row, pillars are installed every 10-13 m (3-4 m pillar height: 1 m underground, 2-3 m above the ground), the pillars must be metal (used drill pipe NKT60) or reinforced concrete (the most expensive). The outer poles are fixed using galvanized steel wire (4mm) and anchors (1m long) screwed into the soil, or anchored in any other available way (for example, concreted or fixed with a load buried in the soil). 3 rows of galvanized steel wire (3mm) are stretched between the pillars (at a height of 0.5m, 1m, 1.5m). The drip line (after 100 cm in length) and the lowest branches are subsequently attached to the bottom wire. Subsequent rows of wire (at a height of 2m and 2.5m) are stretched as the trees grow in height. Immediately after planting the seedlings, individual supports should be installed for each bamboo seedling (2-3cm in diameter, 3m high) or any available analogue.
One of the most important measures when planting industrial apple tree plantations is the selection of modern varieties. To start an intensive fruit orchard, it is advisable to use, first of all, economically profitable varieties of winter-ripening apple trees, which are in high demand on the market, are transportable and can be stored well. In industrial plantings it should be grown up to 5-6 winter varieties apple trees, which occupy 70-80% of the area. If there is a market near the farm, then for direct sale a certain share of highly commercial summer and autumn varieties should be introduced.
At small quantity varieties in the garden, it is easier to implement a system for protecting plantings from diseases and pests, varietal formation and pruning of trees. When selecting varieties, one should take into account their requirements for soil and climatic conditions, first of all temperature conditions and the length of the growing season.
Brief characteristics of varieties.
| Idared. The tree is medium-sized with a rounded dense crown, quite winter-hardy. Early-growing variety with annual yield. It is affected by powdery mildew, the foliage is slightly scabbed. The fruits are large, flattened, slightly ribbed, correct form. The peel is thin, slightly oily, shiny. The main color is greenish-yellow, the integumentary color is bright red over most of the surface. The pulp is greenish, dense, fine-grained. The taste is sweet and sour, slightly astringent with a weak aroma, rough. The fruits are stored in ordinary fruit storage until June-July. Thanks to early fruiting, high annual yield, transportability and ability of fruits for long-term storage, the Idared variety, which has been recommended in Ukraine since 1986, will in the near future still hold a prominent place among other winter varieties. |
| Golden Delicious. One of the world leaders, a fast-growing, medium-growing variety with low winter hardiness of trees, works better in microzones with a warm climate. The trees are slightly damaged by powdery mildew, the fruits are resistant to scab, which attacks the foliage. The fruits are medium-sized, elongated-conical and regular in shape. The peel is rough, light yellow. The pulp is yellow, dense, fine-grained, sweet taste with barely perceptible sourness, pleasant aroma. They are stored until May, but with reduced air humidity in storage they wither. |
| Jonagold and his clones. One of the most promising varieties of European countries. The trees are vigorous, have very high yields, are not winter-hardy enough, and are not resistant to scab and powdery mildew. The fruits are large (225 g), round, intense yellow, sometimes green with bright red or orange stripes, harvest maturity - October, stored until April-May. The pulp is yellow, juicy, aromatic, of high taste. Triploid requires at least two pollinators, the best of which are: Idared, Alkmene, Melrose, Spartan. Clones with more intense fruit color are spreading: Jonagored, Jonika, Wilmuta and others. The fruits ripen 8-10 days earlier than the Golden Delicious variety, higher taste qualities, are stored for 8-9 months. |
| Ligol. The tree is early-bearing, above average growth vigor, and forms easily. Fruits generously with a tendency to periodicity. Frost resistance is above average, average resistance to scab and powdery mildew, affected by bacterial burn and wood diseases. The variety is self-sterile, the best pollinators are Idared, Gala, Golden Delicious. The fruits are large or very large, leveled, round-conical, with expressive ribbing near the calyx. The peel is strong, smooth and shiny, greenish, completely covered with a bright red blush on the sunny side. The pulp is creamy, aromatic, sour-sweet, tasty. Harvesting maturity occurs at the end of September - early October, consumer maturity - in January-April. |
Characteristics of the rootstock.
M9 (England): This is a typical dwarf rootstock and is the international standard for dwarf rootstock. M9 is the most significant and widespread rootstock in the world. Trees grafted onto M9 rootstock begin to bear fruit 2-3 years after planting in the garden, and if the seedlings are of high quality (knipp-baum), flowering is observed already in the year of planting. Main disadvantage M9 rootstock is due to the low frost resistance of its root system (-10C) and, in connection with this, trees planted in risky, extreme areas for gardening must be covered with earth or organic matter for the winter so that their roots do not freeze during snowless winters. The problem of winter damage to the root system of trees grafted on M9 in most cases is eliminated by the presence of snow on the soil surface. The penetration depth of zero temperature in the proposed garden planting area reaches 80 cm. Orchards on this rootstock are successfully grown in the Voronezh region, where the depth of soil freezing reaches more than 120 cm, which means that there should be no freezing of the root system in the conditions of the intended location of the garden. Trees on M9 rootstock are very demanding when it comes to irrigation. Drip irrigation is most preferable, allowing the use of fertilizing with watering. This is important, since most varieties on M9 are very precocious and prone to overloading and shrinking of fruits with a lack of moisture and nutrition. About 30 M9 clones are common in industrial gardens: M9 EMLA (England), RN 19, RN 29 (Belgium), T337, T338, T339, T340 (Holland), etc. Immediately after planting, it is imperative to install permanent supports near the grafted ones. M9 trees, and in their absence - temporary supports, which should be replaced with permanent ones no later than the end of the first growing season.
Features of protection against pests and diseases.
Diseases and pests are a significant threat to fruit plants. They cause weakening of plants, reduced yield and deterioration in fruit quality. In intensive gardens, the same diseases and pests are harmful as in traditional gardens. To combat them, you can use all recommended chemical and biological means of protection. The list of pesticides, doses and timing of their use are published in the professional literature, constantly updated with the advent of new pesticides and methods of their use.
In intensively dense plantings with smaller trees, the frequency and intensity of manifestations of individual diseases or pests may be somewhat different than in gardens of traditional designs. The technique of spraying trees is also specific.
Due to their small size, trees are intensive garden better ventilated and processed more efficiently chemicals, which reduce the development of diseases and pests inside the crown, and spraying requires significantly less working fluid, self made and energy consumption.
To spray an intensive garden with a regular garden sprayer, it is enough to use about 600 l/ha of working fluid, and with a special “column-like” sprayer 300 l/ha, reducing the dose of the drug by 20-25%.
Fan" href="/text/category/ventilyator/" rel="bookmark">a fan with an air flow of over 30,000 m3/h causes significant losses of working fluid, of which only 25-40% reaches the foliage and fruits, polluting environment and requiring significant energy consumption.
Changes in the technique of spraying plantings consist of the use of economical “column-like” sprayers with a horizontal air flow and a fan capacity of 20-30 thousand m3/h. And optimal size drops of working fluid (70-150 microns), which provides best coverage leaf surface and low losses from runoff. Thanks to the use of a tractor with a lower power of 30 Kn, fuel costs are reduced, up to 30% is saved on the purchase of pesticides and the environment is polluted less.
https://pandia.ru/text/78/218/images/image009_104.jpg" align="left" width="207" height="277 src="> Herbicides. When using herbicides, the width of the trunk strip in plantings up to 4 years of age is about 0.5 m, in older ones - 0.7-1 m, and their application is carried out in the absence of wind, and at a temperature not lower than +50C, making sure that the drug does not fall on tree trunks and foliage.
The choice of herbicide and the dose depends on the age of the plantings, types of weeds and their number, soil type and the presence of drinking water sources near them.
In Western European countries, the following herbicides are used in apple and pear plantations: soil-based - simazine and its analogues (nitrogen), kerb, devrinol kazoron; contact - basta and combined action - roundup (fosulen, glyphosate, nitosorg) and others.
Apple tree on M9 rootstock, on root shoots which was exposed to the herbicide Roundup last year.
Soil herbicides are used in cloudy weather in early spring before the emergence of weeds, spraying the surface of the moist soil near the tree trunk with a working liquid to create a so-called herbicidal film that prevents the growth of weeds. Herbicides of the simazine group are also used in the fall after harvest. Before application, the surface of the standard strip is freed from plant residues so that the drug solution gets onto the cleaned soil and creates a “herbicidal film”. In dry weather, it is impractical to apply soil herbicides, or they need to be embedded in the soil to a depth of 5 cm. Some farms use a dissicant - Reglon, instead of herbicides; it has a more gentle effect compared to glyphosate-based preparations.
Contact and systemic herbicides should be applied to vegetating weeds in sunny and calm weather at least 2-3 hours before rainfall. Roundup and other systemic herbicides are applied by directed spraying, preventing liquid from getting on the foliage and trunk of the trees, and the height of the weeds should not exceed 15 cm. Before this, the root and trunk shoots of the trees are (required!) removed. In Holland, it is not recommended to apply Roundup after the beginning of July, as this can cause damage to trees due to its active evaporation.
A working solution of herbicides is prepared before use. The consumption of working fluid per 1 ha of treated surface when using soil herbicides is 200-300 l, and when treating vegetative weeds with contact or systemic herbicides - up to 600 l/ha. Spraying is carried out with reduced pressure (2 atm.) in the absence of wind with lowest speed movement of the unit using T-shaped or special (eccentric) nozzles and directional spray patterns and protective shields.
Fertilizer and irrigation.
The combined standardized application of water and fertilizers to the soil is the organizational, technological and environmental basis for optimizing the conditions for growing high yields of agricultural crops and their quality. This method is based on the use of various drip irrigation systems with the simultaneous supply of a fertilizer solution, which allows you to constantly maintain soil moisture in an optimal proportion in the water-air system in the soil and supply fertilizers to plants in small doses. This contributes to their increased digestibility, lower leaching compared to traditional methods of fertilization and, as a result, a higher coefficient of nutrient absorption by plants.
In addition, this system of fertilization with irrigation - fertigation - allows you to add a balanced amount of nitrogen, phosphorus, potassium and other nutrients, taking into account the phases of plant growth. The supply of fertilizer solutions with irrigation water leads to a more uniform distribution throughout the entire wetted layer. The drip-moistened soil layer is located in the zone of the bulk of the roots and has a certain horizontal and vertical dimensions, depending on the type of soil and the dose of watering. When fertigation is used, not the entire soil surface of the site is moistened, but strips of a certain width, which saves water, prevents the growth of weeds, and reduces the cost of maintaining the soil in a weed-free state.
When using drip irrigation with an automatic control system, precise dosing of all fertilizers in the solution is carried out, and control of the amount of solution per unit area of irrigation is carried out.
Fertigation is carried out throughout the entire irrigation cycle or in the middle - end of the cycle, but in such a way that at the end of the fertigation cycle, clean water is supplied to flush the drip irrigation system.
Fertigation allows you to maintain the required level of concentration of nutrients in the soil on soils with low absorption capacity and poor in reserve nutrients. Fertigation saves labor and energy on fertilization compared to traditional methods. Fertigation, in contrast to conventional irrigation using large doses of watering, allows not only the efficient use of fertilizers, but also prevents contamination of groundwater and does not create conditions for secondary soil salinization.
The use of fertigation requires compliance with certain requirements for the use of fertilizers. For fertigation, only completely soluble fertilizers, free of sodium and other harmful impurities, are used.
The fertigation program should take into account the type of soil and the presence in it of mobile forms of basic nutrients available to plants. Based on agrochemical analyzes using standard methods and the planned yield level, a fertilizer application program is drawn up. It can be based not only on the use of fertigation, but also on the application of part of the fertilizer during soil preparation - main application + fertigation. However, international fertigation practice shows that on sandy and sandy loam soils It is better to apply all fertilizers using the fertigation method. On soils of average mechanical composition (light and medium loamy) with a low level of nutrient elements, the main application of fertilizers is combined with fertigation, and with an average and high level of nutrient supply, only fertigation is used. On soils with heavy mechanical composition - various types chernozems and heavy loamy podzolized soils - at low and medium levels of nutrient supply, a combination of basic fertilizer application with fertigation is used; at high rates, only fertigation is used. Typically, the main application is up to 10% nitrogen - 40% phosphorus and 30% potassium. For the main application, you can use various types of poorly soluble fertilizers: superphosphate, ammophos, potassium chloride, nitroammophosphate and others.
When calculating the application rates of nutrients, recalculation is made using coefficients that take into account the degree of use of fertilizers by plants. For nitrogen fertilizers in the main application, a coefficient of 1.2 is used, for fertigation - 1.1, for phosphorus - 1.9 - 2.25 and 1.6, respectively, for potassium - 1.4 and 1.2-1.6. Taking into account local conditions, the coefficients can be adjusted.
Standards for the use of fertilizers.
When using fertigation, due to obtaining consistently high yields, the removal of nutrients per unit area increases significantly, which should be taken into account when planning a fertilizer system.
For fruits, the removal is N - kg/t, P2Okg/t, K2O - 7.79 kg/t, according to E. Degodyuk et al., 1992.
According to M. Roelos, Germany, 1998, in intensive gardens on loamy soils with a seed crop yield of 40t/ha, N - kg/ha, P2Okg/ha, K2O - kg/ha are applied, taking into account soil fertility, including N - 50kg/ha, P2O5 - 30kg/ha, K2O - 80kg/ha in the main application.
According to I. Papadopoulos, Kemira company, 1997, the minimum requirement for certain types of fruits in nutrients is presented in the table.
Fertilizer rates for apple trees (kg/ha a.i.).
Culture | Age of plantings | |||
12 or more years |
The indicated doses of fertilizers are usually applied with fertigation.
The fertilizer rate planned for a certain yield is recalculated using coefficients that take into account the use of fertilizers by plants, as well as the level of soil fertility, according to the analysis.
Features of fertigation fruit crops is that every fruit plant uses a large volume of soil, therefore, subject to basic fertilization, periodic fertigation can be used. Typically, starting in early spring, fertigation continues until mid-summer and ends 1 - 1.5 months before harvest. To improve the keeping quality of pome fruits, nitrogen fertilizers are applied in the first half of the season, no later than two months before harvesting. The average rate of fertilizers applied with fertigation in intensive fruit-bearing orchards varies for nitrogen from 80 to 130 kg/ha, for potassium from 115 to 140 kg/ha. With post-harvest fertigation, kg/ha of nitrogen and kg/ha of potassium are given for better overwintering. The remaining fertilizers are usually applied as a basic application.
An example of irrigation and fertilization of an intensive apple orchard by month:
Irrigation rate 10 l/tree (20 m3/ha)
Fertilizer application: norm for 2012 N23 P13 K22
Give no more than 2 kg per watering with fertigation. d.v. per hectare
Interval between waterings fertigation at least 3 days
Use only completely soluble fertilizers
Breakdown of fertilizer application into d.v. by month per 1 hectare:
April N6 P3
May N6 P3 K3
June N3 P2 K3
July N2 P1 K4
August N3 P1 K6
Master 13:40:13(N-13% P2O5-40% K2O-13%)
Ammonium nitrate(N-34%)
Potassium sulfate (K2O-50%, S-18%)
Total amount of fertilizers in physical weight:
Master 13:40:13- 32.5kg
Ammonium nitrate 56 kg.
Potassium sulfate 38 kg.
April
1st watering 2.04 N1 P0.5 1st watering 2.04 master 13:40:13- 1.25 kg (physical weight)
2nd irrigation 7.04 N1 P0.5 ammonia selenium - 2.5 kg (physical weight)
3rd watering 12.04 N1 P0.5 2nd-6th watering the same as the first
4th irrigation 17.04 N1 P0.5
5th irrigation 22.04 N1 P0.5
6th irrigation 27.04 N1 P0.5
May: number of waterings - 6 after 4 days
1st watering 2.05 N1 P0.5 K0.5 1st watering 2.05 master 13:40:13- 1.25 kg (physical weight)
2nd irrigation 7.05 N1 P0.5 K0.5 ammonia selenium - 2.5 kg (physical weight)
3rd irrigation 12.05 N1 P0.5 K0.5 potassium sulfate - 0.7 kg (physical weight)
4th watering 17.05 N1 P0.5 K0.5 2-6th watering the same as the first
5th watering 22.05 N1 P0.5 K0.5
6th irrigation 27.05 N1 P0.5 K0.5
June: number of waterings - 6 after 4 days
1st watering 1.06 N0.5 K0.5 1st watering 2.06 ammonia selenium - 1.5 kg (physical weight)
2nd irrigation 6.06 N0.5 P0.5 K0.5 potassium sulfate - 1 kg (physical weight)
3rd watering 11.06 N0.5 P0.5 K0.5 2nd watering 6.06 master 13:40:13- 1.25 kg (physical weight)
4th irrigation 16.06 N0.5 P0.5 K0.5 ammonia selenium - 1 kg (physical weight)
5th watering 21.06 N0.5 P0.5 K0.5 potassium sulfate - 0.7 kg (physical weight)
6th watering 26.06 N0.5 K0.5 3-5th watering the same as the second
The 6th watering was the same as the first
July: number of waterings - 4 after 4 days. We water in the first and last weeks of the month (we do not water the second and third weeks of the month to create stressful situation, which will promote differentiation of the kidneys, but at the same time preventing a decrease in H.V. below 70%). It is advisable to agree on a non-irrigation period in advance.
1st watering 1.07 N0.5 P0.5 K1 1st watering 1.07 master 13:40:13 - 1.25 kg (physical weight) 2nd watering 6.07 N0.5 P0.5 K1 ammonia selenium - 1 kg ( physical weight)
3rd watering 25.07 N0.5 K1 potassium sulfate - 1.7 kg (physical weight)
4th watering 30.07 N0.5 K1 2nd watering the same as the first
3rd watering 25.07 ammonia village - 1.5 kg (physical weight)
Potassium sulfate - 2kg (physical weight)
4th watering the same as the third
August: number of waterings - 6 after 4 days
1st watering 4.08 N0.5 K1 1st watering 4.08 ammonia selenium - 1.5 kg (physical weight)
2nd irrigation 9.08 N0.5 K1 potassium sulfate - 2 kg (physical weight)
3rd watering 14.08 N0.5 K1 2-4th watering the same as the first
4th watering 19.08 N0.5 K1 5th watering 24.08 master 13:40:13- 1.25 kg (physical weight)
5th watering 24.08 N0.5 P0.5 K1 ammonia selenium - 1 kg (physical weight)
6th irrigation 29.08 N0.5 P0.5 K1 potassium sulfate - 1.7 kg (physical weight)
6th watering the same as the fifth
September: number of waterings - 6 after 4 days
1st watering 4.09 N0.5 P0.5 K1 1st watering 4.09 master 13:40:13- 1.25 kg (physical weight)
2nd watering 9.09 N0.5 P0.5 K1 ammonia selenium - 1 kg (physical weight)
3rd watering 14.08 N0.5 P0.5 K1 potassium sulfate - 1.7 kg (physical weight)
4th watering 19.08 N0.5 P0.5 K1 2-6th watering the same as the first
5th irrigation 24.08 N0.5 P0.5 K1
6th irrigation 29.08 N0.5 P0.5 K1
During a dry autumn, it is necessary to carry out moisture-recharging irrigation of 200-250 m3/ha.
Corrective nutrition system (foliar feeding)
1st feeding - loosening the bud Megafol 0.5-1 l/ha
2nd feeding - pink bud phase. Boroplus
3rd feeding - after flowering, during the petal fall phase. Boroplus - 50-60ml\100l of working solution. Special master(N-18, R-18, K-18, Mg-3 + micro) - 2 kg/ha.
4th feeding - fruit up to 3 cm Megafol 0.5-1 l/ha
5th feeding - during the period - the fetus is more than 3 cm. Kalbit S Master (3:11:38+4+micro) - 2 kg/ha.
6th feeding - during the period of filling and ripening of fruits. Kalbit S 60 – 80 ml\100 l of working solution.
Protection from frost and hail.
Over-crown sprinkling is an effective protection against frost, but this requires significant water consumption - up to 5000 m3 per 10 hectares of garden for 10 hours at a temperature of -5°C. When water freezes, heat is released (80 calories/liter), which is enough to maintain the temperature around zero degrees.
With finely dispersed sprinkling (water consumption is reduced by 50-70%), the most valuable areas can be protected for a relatively small area. Microirrigators are placed above the tree canopy on existing garden supports or trellises, so most of the water reaches the canopy rather than the soil surface.
The effectiveness of microirrigation is ensured under the following conditions:
If the weather is cloudless, irrigation should begin at an air temperature of +3°C (the buds on the trees at this time will be about 0°C);
Wind speed does not exceed 8 km/h;
The air temperature cannot be lower than -7°C;
Water must be supplied continuously throughout the night until it begins to appear on the branches under a layer of ice.
Traditional methods of frost protection are mixing air or burning straw, fuel oil, car tires etc. - are ineffective or pollute the environment. The use of fire extinguishing foam is also being tested.
Additional agrotechnical measures - maintaining the cleanliness of tree trunks, low mowing of grass between rows and turning on drip irrigation - can increase the temperature by only 0.5 ° C, but this is enough to save the crop.
The only, but very expensive, means of protection against hail is an anti-hail net, which is widely used in Germany and France (in Holland it costs 10 thousand dollars per hectare). In Belgium and Holland, it is more common to insure gardens against hail damage.
Pollination and thinning of the ovary.
Effective pollination is prerequisite to ensure active fruiting of plantings and the formation of high-quality fruits with high shelf life. An insufficient number of pollinating insects during the flowering period can cause poor fruit set and the formation of low-quality deformed fruits. This is of particular importance in case of unfavorable weather or a short flowering period, especially for triploid varieties such as Jonagold, Mutsu, as well as varieties Elstar, Cox Pepin orange, etc.
From the point of view of the fact that insects are able to pollinate no more than 30% of flowers, in traditional plantings it is recommended to place bees at the rate of two hives per hectare. However, taking into account possible unfavorable conditions during flowering and the need for guaranteed pollination, 3-6 bee colonies should be placed per hectare of an intensive garden, and 9 bee colonies per hectare of a high-intensity garden.
Bees bring in about 10% of the flowers during the opening period, placing them in one row spacing every 100-150 m, and leave them in the plantings for up to two weeks. To avoid disorientation of bees, honey plants that bloom earlier or simultaneously with fruit plants (winter rapeseed) should not be grown near plantings, and flowering weeds should be promptly destroyed in the inter-rows and tree trunks.
Spraying with insecticides during the flowering period is excluded. If the flowering of trees is not intense enough, it is also necessary to avoid treatments with fungicides, since preparations of the benzimidazole (topsin) group can impair the germination of pollen, and copper preparations can cause flower burns.
Thinning the ovary, like pruning, is one of the most important garden care techniques. Of the common apple tree varieties, only Cortland, Jonathan, Idared, Melrose and Boskop Beauty can bear fruit regularly without removing excessive amounts of ovary, while others bear fruit periodically and require thinning.
Manual thinning is the most effective, but it is labor intensive and difficult to accomplish over a large area in a timely manner. Therefore, this measure is used in addition to chemical thinning and on young trees.
Chemical thinning involves spraying the crowns of fruit trees with appropriate preparations, starting from the period of active flowering until several weeks after its end. If the intensity of flowering of individual varieties in a quarter differs significantly, rows with intense flowering should be marked and sprayed separately from others.
Calculation of capital and operating costs for planting 1 hectare of garden.
Calculation of costs for purchasing seedlings:
Planting pattern: 4m row spacing, 1m per row.
Food area – 4 sq. m.
Taking into account the insurance fund, 2625 seedlings are required per 1 hectare.
The approximate price of “Knipp-baum” seedlings for autumn 2011 is 4.8 €.
Total required for the purchase of planting material 12600 €
Calculation of design costs:
The average cost for 1 hectare of garden design is about 50 €.
Calculation of soil preparation costs:
Average cost of preparing soil for planting 60€
Breakdown cost calculation:
The average cost for setting up 1 hectare of garden is 30€
Landing cost calculation:
The average cost of planting one seedling is 0.75 €
Total required for planting 1 hectare 1970€
Calculation of costs for installing a drip irrigation system:
Cost of irrigation per 1 hectare 1400€
Calculation of costs for installing a support:
Cost of one metal pole from drill pipe tubing 60 – 10€
made of reinforced concrete – 20€
For 1 hectare 221 supports are required - 4420 €
(with a row length in a cage of 150 m and an average distance between supports of 12.5 m (alternating distances between supports of 12 and 13 m in a row))
Approximate cost of bamboo (0.40 €/piece) per 1 hectare - 985 €
Organization of trellis - 920€
Total costs for installing a support – - in the version with reinforced concrete pillars) 6325 €
Calculation of weeding costs:
The average annual cost per 1 hectare for weeding is 30 €
Calculation of plant protection costs:
The average annual cost per 1 hectare of protection is 70 €
Calculation of food costs:
The cost of fertilizers per 1 hectare annually is 250 € (1st and 2nd year: 100 €, 3rd: 150 €,
4th and subsequent 250 € (with a yield of 35-40 t/ha)).
Calculation of costs for the purchase of specialized equipment.
Bar machine based on MTZ tractor €
Garden tractor 83000€
(Claas NECTIS, John Deere 5725, New Holland TN95FAorFendt 209)
John Deere5725 can be purchased for 50,000€
dearest Fendt 209 83000€
New Holland TN95 F.A.costs about 72,000€
Basic requirements for the tractor:
Front and rear PTO, linkage
Sufficient number of hydraulic outlets front and rear
Sufficient power for SIMULTANEOUS operation of a rotary mower and sprayerhp)
Tractor width - the narrower the better
Tractor New Holland TN95 F.A.has a rotating front axle, which gives it an additional advantage over other tractors when working in intensive gardens
Garden sprayer (2 pieces) 14000€
Stolbostav 3200€
Rotary mower 3000€
Herbicide sprayer 875€
Total costs for the purchase of specialized equipment 45075 €
Capital costs for planting a 30-hectare garden in 2012:
Purchase of seedlings €378,000
Installation of irrigation systems 41666€
Well drilling 25000€
Installation of support 189750€
Purchase of special mechanisms 31975€
Design 1500€
Soil preparation 1800€
Breakdown 900€
Landing 59100€
Capital expenditures in 2013:
Purchase of containers 3750€
Capital expenditures in 2014:
Purchase of a container ship 1500€
Purchase of a garden tractor €83,000
Purchase of containers 18750€
Total: 103250€.
Capital expenditures in 2015:
Purchase of containers 24375€
Capital expenditures in 2016:
Purchase of containers 9375€
Total capital costs for the implementation of the project 689816€
Operating expenses in 2013:
Weeding 900€
Watering and food 3000€
Operating expenses in 2014:
Weeding 900€
Plant protection products 2100€
Watering and food 3000€
Harvesting costs (yield 12t/ha) 10170€
Operating expenses in 2015:
Weeding 900
Plant protection products 2100€
Watering and nutrition 4500€
Harvesting costs (yield 25t/ha) 21187€
Operating expenses in 2016:
Weeding 900€
Plant protection products 2100€
Watering and nutrition 7500€
Harvesting costs (yield 35t/ha 29663€
Operating expenses in 2017:
Weeding 900€
Plant protection products 2100€
Watering and nutrition 7500€
Harvesting costs (yield 40t/ha) 33900€
Calculation of payback periods by year.
Naming of expenditures | ||||||||||||||||
Capital investments, Euro | ||||||||||||||||
Operating costs, Euro | ||||||||||||||||
Total costs, Euro (item 1 + item 2) | ||||||||||||||||
Accumulated costs by year, Euro (item 3, with accumulation) | ||||||||||||||||
Gross harvest, kg | ||||||||||||||||
Gross income, Euro | ||||||||||||||||
Accumulated income by year, Euro (item 7, with accumulation) | ||||||||||||||||
Net income of the project, Euro (item 8-item 4) | ||||||||||||||||
Productivity by year, t/ha | ||||||||||||||||
Garden area, ha | ||||||||||||||||
Wholesale price, Euro/kg |
The payback period of the project is 5 years.
MCOU Polovino-Cheremkhovskaya secondary school named after. V. Bybina
Children's public association "Isaykina Zaimka"
Project “Our Apple Orchard”
and Elizoveta Gribova
Project Manager: Chistova
Tatyana Stepanovna,
teacher of Russian language,
Head of the preschool educational institution “Isaykina Zaimka”
Justification of the project.
In the MKOU Polovino-Cheremkhovskaya secondary school of the Taishet district, a children's public association of local history “Isaykina Zaimka” has been operating for many years. The scope of the detachment's activities is wide. Have the skills and environmental work, and forestry. We have successfully participated in all-Russian, regional, district and local environmental events: “Green Russia”, “More Oxygen!”, “The Future of the Baikal Region”, “Clean Village”, etc.
But our main concern is preserving the history of our native school, village, and district. In the archives of the public association there are memories of students from the 50s and 60s about the work of the circle of young naturalists, about experimental work in the school garden and flower garden. Wonderful orchard at the school site is remembered by many residents of the village of Polovino-Cheremkhovo. Until last year there was a lone wild apple tree alive in the area former garden, but it also dried up: either from resentment, or from old age...
We have studied the history of the issue.
In the 50s, gardens began to be actively planted in Siberia. This was the policy of the party and government. And the people after terrible war I strived to live more prosperously, more beautifully, richer. New zoned varieties of fruit and berry crops have appeared that are frost-resistant and bear fruit abundantly. A beautiful garden was founded in our school in 1950. Biology was taught by Nadezhda Ivanovna Solomina. This tireless worker and enthusiast managed to make the school director, the school staff, and the Komsomol members of the village her associates. They worked together to clear the areas. Three separate gardens were laid out: with fruit trees (mainly Siberian apple trees), with fruit and berry bushes (plum, cherry, sweet cherry, bird cherry, currant, raspberry) and a flower garden. The garden lived separately. At the beginning of the 60s, the garden was already bearing fruit well. The garden was the pride of the school. But the construction of a new school building in the 80s ruined this beauty: the old school building was demolished, a huge construction site, apple trees fell under the knife of a bulldozer.
The garden remains only in black and white photographs from the school archive. Looking at these photographs, we somehow came to the idea that history could be revived!
And we decided to grow a new school apple orchard.
School garden – an integral part of history of the school, its heritage. This project allows students, teachers, and parents to touch the historical past of the school, its present and future. Work in this project provides an opportunity to form and demonstrate patriotic qualities, active life position and develop the children’s abilities as artists, designers, gardeners, and researchers.
The Apple Orchard project is aimed at solving environmental, pedagogical and social problems. The project is long-term - the implementation period is not limited by time frame.
Target: plant and grow an apple orchard on the school plot; create conditions for environmental education and training, increasing the social activity of students through their inclusion in practical activities on the design of the school territory.
Tasks:
Touch the historical past of the school, its present and future;
Study the ecology and biology of apple trees;
Work out the technology of planting fruit trees and caring for them;
Plant seedlings of zoned varieties;
Plant wildflowers grown from seeds on the school plot for the purpose of further rootstock cuttings of varietal apple trees;
Plan experimental work for further research;
Carry out propaganda work based on the results of their activities;
Cultivating a sense of beauty in relation to the nature of the native land, hard work;
Fostering a general culture of the population, tolerance;
Development of creative thinking, research skills, communication skills, the ability to plan and analyze one’s activities, predict the consequences of one’s actions.
Project idea: Planting a school apple orchard.
Reviving the tradition of school gardening.
Main stages of the project, implementation mechanism:
Stage 1 (2014-2015): familiarization with the technology of planting fruit trees and caring for them. Choosing a site for planting a garden. Determining the qualities of the soil. Consultation with specialists and experienced gardeners in the village.
Stage 2 (2015-2016): preparing a site for an apple orchard. Garbage collection. Preparation of planting holes. Planting seedlings and wildflowers in the ground and their subsequent care. Planning of experimental work.
Stage 3 (2016-2017): grafting of rootstocks of zoned varieties of apple trees using various methods. Care and monitoring of them. Beginning of experimental work to study grafting methods.
Summing up interim results of the project at each stage.
Research methods:
- Method of studying literary sources. Reading and analyzing printed materials on an issue of interest. Using the acquired knowledge to plan your own research and practical activities. Work with the school’s archival funds (study of archival materials, official documents, statistical data).
- Observation method. Conducting phenological observations, taking into account the productivity of plants, assessing the decorativeness of plants, determining the resistance of plants to diseases and adverse weather conditions.
-Method of analysis and generalization. Analysis of observational data and synthesis of material in the form of tables and diagrams in order to implement research materials in practice.
-Use of materials search work in the activities of the future school museum.
Project initiative group: participants of the preschool educational institution “Isaykina Zaimka”.
Project target group: students and teachers of MKOU Polovino-Cheremkhovo secondary school.
Social partnership: Municipal Municipality Polovino-Cheremkhovo Rural Administration, Department of Education of the Taishet District (CDT and GO "Raduga" Station of Young Naturalists), LLC "Siberian Gardener"
(village Malinovka, Cheremkhovo district).
Project implementation plan:
| Responsible | Performers |
|||
| Creation of an initiative group for planning, preparation and implementation of the project. | Chistova T.S. head of preschool educational institution | |||
| Negotiations with the school and village administration to allocate a plot of land for a garden. Determining the qualities of the soil. Consultation with an experienced local gardener G. V. Kalyagina. | Preschool educational institution "Isaykina Zaimka", biology teacher |
|||
| Introduction to the technology of planting fruit trees and caring for them. Consultations with biology teacher Severina A.L. | Preschool educational institution "Isaykina Zaimka" |
|||
| Preparing a site for an apple orchard: removing debris, leveling and rolling the soil | Preschool educational institution "Isaykina Zaimka" | 10-11 grades |
||
| Purchase of seedlings, growing wildflowers from seeds. | Chistova T.S. head of preschool educational institution, Severina A.L., biology teacher | Students in grades 5-6 |
||
| Preparation of planting holes. Planting seedlings and wildflowers in the ground and their subsequent care. | Preschool educational institution "Isaykina Zaimka" | Students of 7-8 grades |
||
| Presentation of the project in rural house culture and on the summer recreation area. | Preschool educational institution "Isaykina Zaimka" | |||
| Introduction of a circle of young biologists or naturalists into the school’s additional education system. Optimizing environmental work at school (work plan see appendix) | Biology teacher | 5-11 grades |
||
| Planning of experimental work. | Biology teacher | 6-10 grades |
||
| Grafting of rootstocks of zoned varieties of apple trees using various methods. Care and monitoring of them. Beginning of experimental work to study grafting methods. | Biology teacher | Biology club |
||
| Summing up the interim results of the project. | At every stage. | Chistova T.S., head of preschool educational institution | Preschool educational institution "Isaykina Zaimka" |
Expected Result.
The theoretical and practical significance of this project is enormous. We believe that the results of work to revive the tradition of school gardening can be used to solve the problems of environmental and moral education not only for children, but also for adults.
As a result of work on the project, a school garden will be established, the technology of planting apple trees will be developed, seedlings and wildflowers will be planted in the school plot, and experimental work will be started.
This work has favorable prospects associated with changing the design of the school yard and reviving the traditions of school gardening.
We, the authors of the project, are confident that, having mastered the methods of growing apple trees, schoolchildren and adults, residents of the Siberian village, will not stop only at the school plot. Having grown an apple tree at school, everyone will want to do the same at home. After all, all this can be done without special costs and equipment.
I would like to hope that the problem of reviving the traditions of Siberian gardening will not leave our fellow countrymen indifferent. Many more schoolchildren and adult nature lovers will join the movement for the beauty and wealth of their native land, thanks to whom our fertile Taishet LAND will flourish!
By reviving the school garden, we are reviving our spirituality.
Literature: 1. “Gardening ABC”
2. Goncharova L.A. "Siberian apple trees"
3. Kichina V.V. "Columnar apple trees"
2. Serova E.N. "Apple tree"
Appendix 1. Environmental work plan (annual)
| № p/p | Event | Deadlines | Responsible |
| Meeting of the initiative group for planning, preparation and implementation of the project | School administration |
||
| Operation Schoolyard. Organizing and conducting environmental cleanup days | Annually | Class teachers |
|
| Environmental campaign “We are for a clean village” | Annually | ||
| Decorative art competition from natural material“I want to be friends with nature” | Annually, September, March | Technology teacher |
|
| « Live nature» - Readers' Conference | Annually, October | Librarian |
|
| Quiz “Do you know the land of Taishet?”, dedicated to Earth Day | Annually, February | A history teacher |
|
| School environmental and local history conference “On the paths of our native land” | Annually, October | ||
| Theatrical performance “All Living Things Must Live” as part of Earth Day celebrations | Annually, April | Deputy Director of VR |
|
| Ecological and biological erudite auction “Flowers – the beginning of earthly beauty” | Annually, June | Head of the summer recreation area |
|
| Environmental photography competition “Nature through the eyes of children” | Annually, November | Senior counselor |
|
| Planting tree seedlings (any) by current year graduates | 11th and 9th grades |
||
| Day of Environmental Culture dedicated to the Day of Environmental Education | Biology teacher |
||
| Holiday dedicated to World Day water: Water is an amazing substance; Water is all around us; Water – familiar, mysterious, inexplicable; Action “Blue Trickle” (struggle to save fresh water) | Class teachers |
||
| Carrying out environmental actions and operations: - “Plant a tree”; - “The River of My Childhood”; - “Live, spring”; - « Clean shores»; - “Flower bed in our yard”; - “Help the birds in winter” | During a year | ||
| Summing up the interim results of the project implementation | Constantly | Organizing Committee |
Appendix 2. Project estimate:
| expenditures | Source of financing | quantity | ||
| Municipal district Polovino-Cheremkhovo rural administration |
