Emergency situations in nature. Basic rules of behavior in extreme situations
Extreme situation- this is a situation that arises in nature or in the process of human activity, in which psychophysiological parameters can exceed the limits of compensation of the body, which leads to a violation of the safety of human life. For example, high and low temperatures, physical activity, damaging toxic doses of potent toxic substances (STS), high doses of radiation, etc.
When every person at home, at work or in the natural environment, can find himself in situations that are characterized by novelty and unexpectedness, prolonged and intense exposure to external adverse factors, and sometimes the presence of an immediate threat to life. Such situations that go beyond the usual are usually called extreme situations.
In an extreme situation, a person inevitably experiences a special state of emotional stress called stress. It causes stimulation of all body systems and has a great influence on human behavior and performance. The influence of stress on the behavior and capabilities of a particular individual, on changes in his performance, is extremely individual. Some act most effectively precisely in a state of high emotional stress - during exams, important competitions and in any life-threatening circumstances. And for others, such situations are psychologically demoralizing. “Psychological shock” sets in - severe inhibition appears or, conversely, fussiness, haste, and inability to act rationally.
A person finds himself in extreme situations for various reasons, but, perhaps, most often this happens through his own fault - as a result of lack of experience safe behavior or disregard for norms, safety rules, hindsight, and sometimes frivolity. For example, a person does not know what to do in a particular life-threatening situation, or he knows, but does not know how to help himself. Otherwise, he knows and can, but does not want to do what security conditions require (or simply does not want to know what exactly needs to be done). Faced with unforeseen circumstances, finding themselves in a complex, unusual environment, when quick, precise actions are needed, people become completely helpless, unable to solve the simplest but vital issues.
To reduce the likelihood of finding yourself in an extreme situation and increase your chances of maintaining health and life itself, you need to:
Know and take into account the risk factors (hazards) accompanying
our life;
Develop the ability to anticipate the possibility of dangerous situations;
Try to avoid getting into these situations.
37. Emergency. Classification by characteristics and their brief characteristics
Emergency- this is an unexpected, sudden situation in a certain territory or economic facility as a result of an accident, catastrophe, dangerous natural phenomenon or a natural disaster that may lead to loss of life, damage to human health or the environment, material losses and disruption of living conditions. Emergencies are classified:
by reason of occurrence: intentional and unintentional;
by nature of occurrence: technogenic, natural, environmental, biological, anthropogenic, social and combined;
by speed of development: explosive, sudden, fleeting, smooth;
by scale of distribution of consequences: local, local, territorial, regional, federal, transboundary;
if possible, to prevent emergencies: inevitable (for example, natural) and preventable (for example, man-made, social).
Man-made emergencies include emergencies whose origin is associated with technical objects: explosions, fires, accidents at chemically hazardous objects, releases of radioactive substances at radiation hazardous objects, accidents with the release of environmentally hazardous substances, building collapses, accidents on life support systems, etc.
Natural emergencies include emergencies associated with the manifestation of natural forces: earthquakes, tsunamis, floods, volcanic eruptions, landslides, mudflows, hurricanes, tornadoes, storms, natural fires, etc.
Environmental disasters (ED) include abnormal changes in the state of the natural environment: pollution of the biosphere, destruction of the ozone layer, desertification, acid rain, etc.
Biological emergencies include epidemics, epizootics, and epiphytoties.
Social emergencies include events occurring in society: interethnic conflicts with the use of force, terrorism, robberies, violence, contradictions between states (wars).
Man-made emergencies are the result of erroneous human actions.
Emergency situations are characterized by qualitative and quantitative criteria. Qualitative criteria include: temporal (suddenness and speed of development of events); socio-ecological (human sacrifices, removal of large areas from economic circulation); socio-psychological (mass stress); economic. For example, a local emergency is when 10 people were injured; or for 100 people the conditions of life safety regulations were violated; or the damage does not exceed 1000 minimum wages, and the emergency zone does not extend beyond the boundaries of the facility.
The main causes of emergencies:
internal: complexity of technologies, insufficient qualifications of personnel, design flaws, physical and moral wear and tear of equipment, low labor and technological discipline;
external: natural disasters, unexpected interruption in the supply of electricity, gas, water, etc.
Lesson 1. Extreme situations in nature and their causes.
Study questions.
1. The main types of extreme situations in nature and their causes.
2. The autonomous existence of a person in nature and the reasons for a person getting into such a situation.
Target. Upon completion of studying the topic, students should have an understanding of the main types of extreme situations in nature and their causes.
The main content of the lesson.
Natural processes arising as a result of the action of natural forces, their impact on humans. Concepts: natural disaster and natural emergency.
Situations characterized by suddenness or unexpectedness, possible negative consequences for the life of people and the natural environment. The concept of an extreme situation.
To reinforce the concept of an extreme situation, offer students a situational task.
Exercise. Choose and determine where the extreme situation is and where there are simply difficult conditions?
a) As a result of crossing a frozen river, one of the participants in the hike fell into the water. His friends quickly helped him by getting him out of the water, but he was completely wet. It is very cold outside and a strong wind is blowing. Your group is far from home, and everyone is very tired.
b) As a result of crossing a frozen river, one of the participants in the hike fell into the water. His friends quickly helped him by getting him out of the water, but he was completely wet. It is very cold outside. However, in the distance (about 2 km) a village can be seen.
It is advisable to present the main types and causes of extreme situations in nature using Scheme 1.
Scheme 1. Main types of extreme situations in nature
Autonomous existence as the most dangerous extreme situation and the main reasons for such situations: loss of orientation on the ground; loss of a group as a result of falling behind or being separated from it, or untimely access to the group meeting place; accident of vehicles (airplane, car, river and sea transport).
Conclusion.
What situation is called extreme? Give examples of extreme situations in natural conditions and what are their reasons? What kind of existence is called autonomous? Name the main reasons why a person finds himself in conditions of autonomous existence in natural conditions. Give examples of autonomous human existence in natural conditions from books and newspapers.
Homework. Section 1, chapter 1, topic 1.1.
Lesson 2. Factors and stressors of survival in natural conditions.
Study questions.
1. Factors of survival in natural conditions.
2. Survival stressors and their impact on the human body.
Target. Upon completion of the topic, students should have an understanding of the factors and stressors of survival that affect humans in the natural environment.
The main content of the lesson.
Survival is an active, purposeful activity aimed at preserving life, health and performance in conditions of autonomous existence:
Four main groups that make up survival factors: personal factors, natural factors, material factors; post-natural factors.
Survival stressors, “as post-natural survival factors and their causes: loneliness; despondency;
hunger and thirst; heat; cold; physical pain; overwork.
Conclusion. Review the main points and check your understanding of the topic.
Questions to test acquired knowledge.
Which natural factors can be useful? Which factors can a person influence and which cannot? Give examples of the influence of survival factors on a person from the works you have read? List in order of importance the aggressors of survival for a person in an extreme situation. Give examples from works you have read about how people in extreme situations overcome survival stressors?
Homework. Chapter 1, Chapter 1, topics 1.2 and 1.3.
Lessons 3-5. Psychological foundations of survival in natural conditions.
Study questions.
1. Mental conditions human survival in natural conditions.
2. The element of survival in conditions of autonomous existence.
Target. Upon completion of studying the topic, students should have an understanding of mental cognitive processes (attention, sensations, perception, memory and thinking, speech and imagination), thanks to which a person is able to survive in the world around us in general and in emergency situations in particular.
The main content of the lesson.
The ability to manage oneself and one’s psyche in isolation from the society of other people is the main factor of survival in difficult conditions of autonomous existence.
Mental states experienced by a person in an emergency situation. Fear is the main psychological enemy. Experience of fear, fright, loss of control over one’s behavior.
Consequences of fear: panic and panicky behavior. Their manifestation in human behavior. Ask students to give examples of panicky behavior.
The main causes of fear: a sudden change in the situation, loneliness, unfamiliarity, the sudden approach of someone or something, heights, darkness, various sounds.
What is our attention? Invite students to complete several exercises to develop attention given in Appendix 1 of the textbook.
Please note to students that by constantly training with the help of these exercises, you can develop such a character trait as observation.
Invite students to complete exercises 1 and 2 to develop observation skills (Appendix 1 in the textbook).
Explain the concept of attention span with an example.
Place 20 different objects on the table: pen, notebook, keys, toy, flashlight, etc. Invite a student to the table and ask them to lay out these items. Cover the whole thing with a tablecloth or newspaper. Distract the student with something else. After 10 minutes, ask him to return to the table. Remove the tablecloth for half a minute and cover the items again. Ask the student to write down on paper everything he saw. Then remove the tablecloth and compare whether he was able to notice and write down all the objects. The more items are written down, the greater the attention span.
Training your attention span Everyday life. Concepts: stability and switching of attention. Sensations and perception as an important factor of survival in extreme situations in nature. Give an example from the textbook about psychological experiment to the feeling.
Possible consequences of disturbances in sensation and perception in conditions of autonomous existence. Give an example from a textbook about psychological experiments on rats.
The importance of visual objective laws of perception in various situations. The concept of “perceptual illusion”.
Invite students to perform several exercises at your discretion to develop sensation and perception (Appendix 1 in the textbook).
The importance of memory and thinking for a person in an extreme situation.
The concept of memory. Involuntary and voluntary memory.
Thinking and intellectual behavior. Stages of intellectual behavior using the example of a person getting lost in the forest.
Invite students to complete several exercises at your discretion to develop memory and thinking (Appendix 1 in the textbook).
Imagination and the instinct of self-preservation in conditions of autonomous existence. Excessive passion for thinking and imagining pictures.
Survival mindset and its elements: awareness;
grade; behavior.
The will of man. The ability to manage your behavior. Overcoming difficulties in achieving your goal. Education of will. The importance of implementing specific decisions.
Conclusion. Review the main points and check your understanding of the topic.
Questions to test acquired knowledge.
What helps a person adapt to the conditions of autonomous existence? What mental cognitive processes do you know? What are the causes of fear in emergency situations? Give examples of panic behavior? What is attention? How to train your attention span? What is sensation and perception? What is the difference between sensation and perception? How can we develop sensations and perceptions? How do memory and thinking help get out of difficult situations in conditions of autonomous existence? What influence does imagination have on a person? What can imagining pictures of dangerous situations lead to? Tell us about the elements that contribute to the development of a survival mindset? What is called will? What strong-willed character traits do you know? How does a strong will help you survive in emergency situations? How is the development of a strong will achieved?
Homework. Section 1, chapter 2.
Recommendations. Considering that Chapter 2 is the most difficult for students to understand, it is advisable to structure the lesson in such a way that students complete as many practical exercises as possible for the development of mental processes given in Appendix 1 of the textbook. At the discretion of the teacher, one of the entire lessons may be devoted to these exercises.
Lesson 6. How to avoid getting into an extreme situation.
Study questions.
1. Preparing for the hike.
2. Rules for safe behavior in nature.
Target. Upon completion of studying the topic, students should have an understanding of the basic rules of behavior in natural conditions.
The main content of the lesson.
How to avoid getting into extreme situations in natural conditions? It is advisable to consider this issue using the example of a tourist trip of schoolchildren (class).
Preparing for a hike is an important step in ensuring safety. Preparatory activities: determining the goals and objectives of the hike, developing a route, purchasing food, public (tents, cooking utensils) and personal equipment.
Invite students to solve the word encrypted in the rebus (section 1, chapter 3, task 7).
Submission of the hike route to the route qualification commission, registration of the group and route with the search and rescue service (SRS). Purpose of registration.
Compliance with the rules of safe behavior on the route, at a rest stop, and when overcoming obstacles is the main stage of ensuring safety.
Rules for the movement of the group on the route. Safety rules when driving on difficult terrain. Basic rules for a safe relationship with nature on the route and at rest.
Have students guess the riddle:
Who, as soon as it gets hot, will pull the fur coat over his shoulders, and when the evil cold comes, throw it off his shoulders? (Forest)
A rule for those who go on reconnaissance missions. The concept of “landfill boundaries” and linear landmarks (roads, clearings, forest boundaries, power lines). Why are they defined?
Conclusion. Review the main points and check your understanding of the topic.
Questions to test acquired knowledge.
Explain what is the main purpose of thorough preparation for a hike? Why does the group leader absolute power during a hike? Why does the group leader communicate the route of the hike and its timing to the local PSS? Tell us about the rules for the group on the route. Why are the last kilometers of the day's trek considered difficult? How should one treat the surrounding nature when moving along the route and at a rest stop? What are “Polygon Boundaries” and why are they determined?
Homework. Section 1, Chapter 3, Topics 3.1 and 3.2.
Practical tasks.
1. Guess and write the words correctly in the boxes (task 5 at the end of topic 3.1.). From the letters in the gray cells, make up a word that is very necessary on a hike.
2. Draw from memory a diagram of your route from home to school, from the train platform to the dacha, or some other route.
3. During a trip to the country, a walk in the park, try to sketch a small section of the path using topographic signs. Ask your parents to check that the assignment is completed correctly.
4. Draw on the diagram the area of the nearest forest where you go to pick mushrooms and berries. Determine for yourself, or ask around local residents about what linear landmarks this area is bounded by. Determine their approximate direction. When going into the forest with your parents, try to reach these landmarks. Before this, determine the direction to the north, then the direction to the linear landmark.
Lesson 7: Secure clothing and footwear are essential for safety.
Study questions.
1. Reliable, comfortable shoes and care for them.
2. Reliable clothing and requirements for it.
Target. Upon completion of studying the topic, students should know the requirements for clothing and footwear when outdoors.
The main content of the lesson.
Selection and preparation of shoes. Requirements for shoes and rules for their selection.
Tight, hard or very roomy shoes. Comfortable shoes - light hiking boots or low-heeled shoes, sneakers, sneakers.
Shoes for various roads, mountainous areas and during the rainy season. Rules for using shoes. Methods of airing and drying shoes (boots, rubber boots).
Selection, preparation and use of clothing. Requirements for outer and underwear. Why is it not recommended to use clothing made of synthetic materials, camouflage jackets, trousers and overalls? Features of using clothes and shoes in winter.
Ask students to solve the riddle: If it’s raining, we don’t bother - we splash briskly through the puddles.(Boots)
Conclusion. Review the main points and check your understanding of the topic.
Questions to test acquired knowledge.
What are the requirements for traveler’s clothing and footwear? Tell us how you would dress for a walk or a hike in the summer? In winter? Why is it undesirable to wear underwear made of synthetic materials? How to dry wet shoes at home? On a hike?
Homework. Chapter 1, chapter 3, subject 3.3.
Practical tasks.
1. After a walk in rainy, damp weather, dry your shoes and boots at home in the manner recommended in the textbook.
2. Solve the words encrypted in the puzzles (task 7 at the end of topic 3.3). Make a list of clothes with your parents that you will wear for a walk in hot, stormy, windy weather and on frosty days.
Lesson 8. Basic rules of behavior in an extreme situation.
Study questions.
1. Survival in natural conditions.
2. Basic rules for safe human behavior in extreme situations in nature.
Target. Upon completion of studying the topic, students should have an understanding of the basic rules of safe behavior when surviving in extreme situations in nature.
The main content of the lesson.
The unexpectedness of the onset of extreme situations and the primary rules of behavior in them:
Be able to anticipate danger;
Know how to control your behavior;
Be independent;
Know how to think and invent;
Make quick decisions;
Be persistent and persistent when required;
Know how to submit if necessary;
Do not despair if you no longer have the strength to fight for your life;
Look for other ways before you give up completely;
And even then, don't give up.
Actions in case of vehicle accidents and natural disasters.
Rules of conduct and decision-making after entering a safe zone (assessing the situation, deciding to go to a populated area, or stay in place, etc.).
Rules of conduct if a decision is made to stay in place (equipment of an emergency camp and the need to arrange temporary housing). Emergency camp equipment conditions.
Distribution of responsibilities and types of work between group members. The role of the group commander in extreme situations. Inadmissibility conflict situations in Group.
What you need to know if you find yourself in an extreme situation.
When considering this issue, it is advisable to use diagram 1 in the textbook.
Conclusion. Review the main points and check your understanding of the topic.
Questions to test acquired knowledge.
Describe the sequence of actions in the event of an emergency. In what cases should you go out on your own to populated areas and roads, and in what cases should you wait on the spot? What ways do you know to calm down? Why do you think it is necessary to try to give instructions to each member of the group?
Homework. Section 1, Chapter 4, Topic 4.1.
Practical task. In the summer, at the dacha, together with your parents, plan a walk in the forest for the whole day. Invite your friends to this event. Give each member of your group an assignment. Choose a commander. Make appropriate preparations. After your walk, summarize. How did the group members complete the assigned tasks? Were there any conflicts or prerequisites for them? How were they eliminated?
Lesson 9. Determining exit direction.
Study questions.
1. Determining the direction of exit in a situation where a person is lost.
2. Determining the direction of exit in case of falling behind the group.
Target. Upon completion of studying the topic, students should know the methods and rules for determining the direction of exit in a situation where a person gets lost or lags behind the group.
The main content of the lesson.
Loss of orientation is the most common extreme situation in nature.
Actions of a person lost in the forest (presence and absence of a path). Methods for determining the distance and direction of exit (characteristic details of the area, sounds of transport or human activity, light sources, marking of tourist routes, identification of walked and untrodden paths).
Features of determining the direction of exit in winter on the ski track.
What to do if you get lost in the forest? It is advisable to consider this issue using diagram 3 in the textbook. Focus students' attention on what not to do if a person gets lost in the forest. In this case, use diagram 4 in the textbook.
Actions of a person (tourist) lagging behind the group. When explaining this issue, it is advisable to use diagram 5 in the textbook.
Conclusion. Review the main points and check your understanding of the topic.
Questions to test acquired knowledge.
Why shouldn't you be scared when you lose your bearings? How can you determine the shortest direction to the road by the hum of a moving car? By what signs can you distinguish a well-trodden path from an abandoned, untrodden one? Why should you not leave the path you meet? Why shouldn’t a lagging tourist catch up with the group if a fork in the path or ski track appears?
Homework. Section 1, Chapter 4, Topic 4.2.
Practical tasks.
1. While walking in the forest, try to determine the way back by your footprints on the grass to the nearest path, clearing, or road. By what signs can they be found?
2. While in the forest or park, determine the approximate distance to the car or railway, holiday village or village by the noise of cars, trains, barking dogs. After this, go in the direction from which the noise was heard. How long did it take you to get out? What distance did you walk? Determine the distance by your steps.
3. In winter, during ski trips, when you see a fresh ski track, determine the direction of movement of the skier.
4. Guess the riddle:
Not alive - but walking, Not mobile - but leading. (Road)
Lesson 10. Orientation
Study questions.
1. Ways to navigate the terrain.
2. Rules for orientation by compass, by one’s own shadow, by the stars, by a clock, by local objects and signs.
Target. Upon completion of studying the topic, students should have the skills to determine the sides of the horizon in different ways.
The main content of the lesson.
Methods for determining cardinal directions on the ground. When presenting this issue, it is advisable to use diagram 6 in the textbook.
Local objects and signs by which it is not recommended to determine cardinal directions.
Rules for orientation by compass, by your own shadow, by the stars, by the clock, by local objects: by the trunks and bark of trees, by the state of snow cover on the slopes, by moss and lichens, by grass, by anthills and others.
Conclusion. Review the main points and check your understanding of the topic.
Questions to test acquired knowledge.
Name the methods for determining the cardinal directions on the ground. What methods do you know of determining cardinal directions using local objects? Give examples of determining the direction of north using local objects and try to explain them. Explain Figures 36 and 37. Why does the snow melt more on the southern slope of the hillock and on the northern slope of the hole? Why is the grass thicker on the north side of the clearing and near isolated trees and stumps?
Homework. Section 1, Chapter 4, Topic 4.3.
Practical tasks.
1. After finishing classes, on the way home, determine in which direction your home, school, library, swimming pool are located relative to the school.
2. With the help of your parents, determine the direction to the north. At their command, go 50 meters east, then 75 meters south, 50 meters west, 75 meters north.
If you return to the starting point, then you have completed the task correctly. The same exercise: 50 meters to the west, 25 meters to the southeast, 50 meters to the east, 25 meters to the northwest. Before performing these tasks, determine the length of your step (or pairs of steps).
3. When walking in a forest or park, practice determining the direction to the south using the methods described in the textbook.
4. Solve the words - cardinal directions, encrypted in the puzzles (task 6 at the end of topic 4.3). Come up with a riddle yourself with the name of the cardinal direction that is not here.
Lesson 11. Exit to a populated area.
Study questions.
1. Maintaining the direction of movement. Movement in azimuth.
2. Movement technique. Ways to cross the river and overcome swamps.
3. Danger and precautions when moving on ice in water bodies.
Target.
a) have the skills to move in azimuth;
b) have an understanding of the technology and traffic rules when entering a populated area.
The main content of the lesson.
The need to maintain the direction of movement. The concept of azimuth. Movement in azimuth using a compass. Invite students to complete task 7 (at the end of topic 4.4).
Movement in the forest in a chosen direction along one or several landmarks. Technique of movement on the route. Features of movement in mountainous areas. Overcoming water obstacles. Selecting a crossing point. Rules for crossing rivers, overcoming swamps.
Focus students' attention on what is not recommended to do when overcoming water obstacles. In this case, use diagram 8 in the textbook.
It is advisable to present the rules for overcoming water barriers and swamps using diagram 7 in the textbook.
Features of movement in nature in winter. Traveling through deep snow.
Danger of water bodies in winter. Dangerous places for crossing and their signs: gullies, thawed patches, ice holes, ice holes, fishing holes, places where ice has been broken, etc. Precautionary measures when moving on ice in water bodies.
Conclusion. Review the main points and check your understanding of the topic.
Questions to test acquired knowledge.
What is the essence of movement in azimuth? Why are landmarks needed when moving along a route? Describe the trailing course correction method. Explain why it is difficult to maintain the direction of movement, having one reference point, say N2? In your opinion, when is it easier to ford a mountain river in the morning or evening and why? What difficulties arise when driving in the mountains in winter? Why are swamps dangerous? What is the danger of ponds in winter? Name dangerous places for crossing the river in winter. What is not recommended to do when overcoming water obstacles?
Homework. Section 1, Chapter 4, Topic 4.4.
Practical tasks.
1. While walking through the forest, choose a flat, spacious clearing. On the opposite side of the clearing, ask one of the parents to stand. Close your eyes and walk towards them. Assess how much you have deviated from your intended goal. The same thing happens when moving without landmarks in the forest, in the steppe, in conditions of poor visibility.
2. Ask adults at the dacha or near the dacha (preferably in a clearing) to make an obstacle from available material, as shown in the pictures. You can come up with your own obstacles. Together with your friends, organize a competition to overcome these obstacles.
Lesson 12. Construction of temporary housing.
Study questions.
1. Choosing a site for the construction of temporary housing.
2. Types and methods of constructing temporary housing.
Target. Upon completion of studying the topic, students should have an understanding of the basic types and rules for the construction of temporary shelters and shelters.
The main content of the lesson.
Basic requirements for the site of construction of temporary housing or shelter. It is advisable to outline the basic rules for choosing a site for the construction of temporary housing using diagram 9 in the textbook. Focus students' attention on what is not recommended to do when building a temporary shelter. To do this, use diagram 10 in the textbook. The main types of housing and shelters in the summer (hut, canopy) and methods of their construction. Features of shelters in the mountains (grotto, cave). The main types of housing and shelters in winter (igloo, trench, snow cave) and methods of their construction.
Conclusion. Review the main points and check your understanding of the topic.
Questions to test acquired knowledge.
List the requirements for choosing a place to live and explain them. How can we explain the preservation of heat in a snow cave, an igloo? Draw possible options building a snow cave using the terrain.
Homework. Section 1, chapter 4, topic 4.5.
Practical tasks.
1. Take a piece of plastic film with you for a walk and try to set up a canopy.
2. During a walk in the forest, choose a camp site for the tourist group that meets all the necessary requirements.
3. Write in the boxes the word meaning temporary housing (task 7 at the end of topic 4.3). This word should be read the same from left to right, right to left, diagonally. How many times can you read this word?
Lesson 13. Methods of making fire.
Study questions.
1. Choosing a place and rules for making a fire.
2. VidG bonfires.
3. Methods of making and maintaining fire.
Target. Upon completion of the topic, students should be able to start a fire.
The main content of the lesson.
Basic requirements for the location and features of choosing a place where you plan to make a fire. Compliance with fire safety measures.
Making a fire. Conditions for making a fire. Kindling, branches, logs. Rules for stowing fuel. Features of making a fire in inclement weather. Preparation of firewood. It is advisable to outline the rules for starting a fire using diagram 11 in the textbook. Focus students' attention on what is not recommended when starting a fire. In this case, use diagram 12 in the textbook.
Types of fires: fiery, flame, smoke, and their purpose. Types of fires: “hut”, “well”, “lattice”, “star”, “taiga”, “nodya”. A screen device to increase heat while spending the night under a canopy.
Methods of making fire using flint, flint and tinder; using a bow and a stick. Ways to preserve fire.
Conclusion. Review the main points and check your understanding of the topic.
Questions to test acquired knowledge.
List the functions of a fire. What should you do before lighting a fire? How to choose a place for a fire? List the measures fire safety when lighting a fire. Name the types of fires and their purpose. What methods of starting a fire do you know?
Homework. Section 1, Chapter 4, Topic 4.6.
Practical task. In While walking in the forest or in the country, choose a suitable place for a fire. Show your parents how to stack firewood for a fire such as “hut”, “well”, “star”, “taiga”, “Nodya”. Organize small competitions to see who can light a fire the fastest (take the same number of matches and prepare kindling).
Lesson 14. Providing food and water.
Study questions.
1. Providing food in conditions of autonomous existence.
2. Providing water in conditions of autonomous existence.
Target. Upon completion of the topic, students should have an understanding of how to provide water and food in an off-grid environment.
The main content of the lesson.
Preservation of performance in the absence of food and water in conditions of autonomous existence. When considering this issue, it is advisable to use diagram 13 in the textbook.
Providing food from nature's reserves. Edible plants, insects, animals. Searching and collecting plant food is a guarantee of survival in the complete absence of food.
Providing water. Human need for water. Use of water from reservoirs. Use of snow and ice. When considering with students the issue of providing food and water in conditions of autonomous existence, it is advisable to use diagram 14 in the textbook.
The problem of water purification and disinfection in natural conditions. Methods of water purification and disinfection. Methods of obtaining water: collecting rainwater or dew from tree branches; a special device for obtaining water.
Conclusion. Review the main points and check your understanding of the topic.
Questions to test acquired knowledge.
What are food and water for the body? What plant foods can you find in your area?
What methods of water purification do you know? Name ways to obtain water in the absence of water sources.
Homework. Section 1, Chapter 4, Topic 4.7.
Practical tasks.
1. Try collecting water in a plastic bag draped over a branch and using the device shown in the picture in the textbook.
2. Using Appendix 5 in the textbook, try to find edible plants near the dacha. You can have a competition to see who can score the most different types plants.
3. Solve the word encrypted in the rebus (task 7 at the end of topic 4.7). Name ways to obtain this “word” when there are no water sources nearby.
Lesson 15. Finding and preparing food.
Study questions.
1. Search and collection of plant food.
2. Methods of cooking.
Target. Upon completion of studying the topic, students should have the skills of cooking over a fire in an autonomous environment in nature.
The main content of the lesson.
Search and collection of wild edible plants. Plant collection period. Use of leaves, stems and shoots for food. Using the lower parts of plants for food - tubers, roots, bulbs. Precautions when eating plant foods.
Methods for boiling water and cooking plant foods in the absence of utensils. Using heated stones for cooking. Cooking over a fire.
Methods for cooking fish and small animals over a fire. Fishing in conditions of autonomous existence. Recommendations for fishing equipment and some fishing rules.
Conclusion. Review the main points and check your understanding of the topic.
Questions to test acquired knowledge.
When is the best time to collect leaves, stems and shoots of plants? Why do plants in the shade have richer leaves? What precautions should be taken when preparing tubers and roots? How to boil water without any utensils? What other devices can you suggest for hanging or placing cookware over a fire?
Homework. Section 1, Chapter 4, Topic 4.8.
Practical task. Ask your dad to go fishing with you. To do this, prepare bait and tackle. Good luck to you!
Lesson 16. Distress signals.
Study questions.
1. Methods of sending distress signals.
2. Design and production of simple signaling equipment.
Target. Upon completion of studying the topic, students should have the skills to make the simplest signaling equipment - signal mirrors and have an understanding of how to give distress signals.
The main content of the lesson.
Use of distress signals in extreme situations. Signal fires and their construction. Using clothing to signal.
Special characters of the international signal code table.
Signal mirror (single and double), its manufacture and rules for sending distress signals.
Conclusion. Review the main points and check your understanding of the topic.
Questions to test acquired knowledge.
List ways to send distress signals during the day? At night? Why do tourists and rescuers try to dress in bright clothes? Do you buy backpacks and tents in bright colors? What is a signal mirror used for? What can be used to construct the signs of the international code table of signals in an extreme situation?
Homework. Section 1, chapter 4, topic 4.9.
Practical tasks.
1. Together with your parents, select a clearing in the forest and arrange several special characters from the code table of symbols from bright ribbons.
2. Together with your dad, make a signal mirror, as shown in Fig. 55. Try using it in sunny weather.
Lesson 17. Changes in climatographic conditions.
Study questions.
1. Factors affecting human health when climatographic conditions change.
2. Adaptation of the human body to changing climatographic conditions.
Target. Upon completion of studying the topic, students should have an understanding of the basic rules of behavior when changing climatographic conditions.
The main content of the lesson.
Forced restructuring of the human body when climatographic conditions change. Factors affecting a person when climatographic conditions change: change of time zones (time), climate change, change of food products.
Change of time zones. The need to change your daily routine.
Climate change. The impact on humans of temperature and humidity, atmospheric pressure, solar activity and so on.
General principles adaptation to changing climatographic conditions. It is advisable to consider the basic rules for adapting the human body to local time and climate change using diagrams 15 and 16 in the textbook.
Features of adaptation (acclimatization) in mountainous areas. Impact of altitude and sun rays on
human organism. It is advisable to consider the basic rules of adaptation in the mountains using diagram 17 in the textbook, while using diagram 18, focus students’ attention on what is not recommended to do in the mountains during acclimatization.
Conclusion. Review the main points and check your understanding of the topic.
Questions to test acquired knowledge.
How does jet lag affect the body? How to adapt in this case? What factors change when moving from north to south or vice versa? What features of being in the mountains do you know? What are the features of acclimatization in the mountains? Do you think it is better to boil or fry meat in the mountains and why? Where is it better to brew tea: in the mountains or on the plain? There are two reasons - name them. Is it possible to get sunburned when there is snow around? What will you do to facilitate acclimatization in the mountains (in the southern steppe)?
Homework. Section 1, chapter 5.
Lessons 18-20. Protecting the population from the consequences of emergency situations in peacetime and war.
Study questions.
1. The structure of the shelter, the procedure for filling it and the rules of behavior in it.
2. Actions of the population in the event of an air hazard.
3. Using a damaged gas mask in an unbreathable environment.
Target. Upon completion of the topic, students should:
a) know the purpose of shelters and the actions of the population in the event of a threat of enemy attack;
b) have the skills to carry out activities according to the rules: filling and behavior in shelters; behavior in the event of an air hazard; use of personal respiratory protection equipment in an unsuitable for breathing environment.
| Conditions for compliance with standards | Estimates by time | Errors that determine the rating "unsatisfactory" |
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| Satisfactorily |
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| Standard (individual) for the duration of continuous stay in a gas mask |
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| The standard is worked out in practical exercises, exercises or during special training. The time is counted from the moment the command “Gas!” is given. until the command “Remove gas masks!” is given. | 30 minutes for girls and 40 minutes for boys. When meeting standards without physical activity, the time spent in gas masks increases by 1.5 times | 1. The gas mask is removed before the appropriate command is given. 2. The helmet-mask is not fitted correctly or the gas mask is faulty. |
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| Standard (collective) for filling a shelter (shelter) |
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| The group is 30 m from the entrance to the shelter (shelter) | ||||
| The teacher has the right to change the time for completing the standard depending on the number of students, the distance of the protective structure, the capacity of the entrances and the nature of the approach to them (flights of stairs, ramps, etc.) |
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The main content of the lesson.
Shelters and their purpose. Freestanding and built-in shelters. Basic concepts about the design and equipment of shelters. The procedure for filling out and rules of behavior in the shelter.
Air raid signal when there is a threat of enemy attack.
Actions of the population upon the “Air raid warning” signal if: the signal found you at home; on the street; in a public place; you live in a rural area. Actions on the “Air raid clear” signal.
Rules for using a damaged gas mask: in case of a slight rupture of the helmet mask; significant damage to the front part ( big gap or puncture of a helmet-mask, damage to glasses or exhalation valve); puncture or hole in the gas mask box.
Replacing a damaged gas mask in contaminated air conditions.
Conclusion. Review the main points and check your understanding of the topic.
Questions to test acquired knowledge.
Why are shelters (protective structures) needed? What is the reliability of a shelter? What are you not allowed to do while in a protective structure? How to use a gas mask if: the helmet mask ruptures, the lenses of the glasses or the exhalation valve are damaged? How to properly replace a damaged gas mask in contaminated air conditions?
Homework. Section 4, topics 4.1; 4.2; 4.3.
Practical task. Where is the shelter (protective structure) located near your place of residence? If you don't know, ask your parents about his whereabouts.
Lesson 21. First aid equipment.
Study questions.
1. First aid kit.
2. Use of natural medicines.
Target. Upon completion of the topic, students should have an understanding of the use of natural medicines in an autonomous environment in nature.
The main content of the lesson.
The need for a first aid kit when hiking. Medicinal and dressing materials that are included in the first aid kit.
Medicinal plants used for first aid in nature: stimulating tissue healing and promoting blood clotting; anti-inflammatory action; to disinfect wounds and stop bleeding; having analgesic properties; used as cotton wool.
Conclusion. Review the main points and check your understanding of the topic.
Questions to test acquired knowledge.
Name what disinfectants, medicines and ointments should be in a first aid kit, in a travel first aid kit? Why might bandages and medical instruments be useful on a hike? Name medicinal plants that can be used for first aid.
Homework. Section 2, chapter 1, topic 1.1.
Practical task. While walking in the forest or park, find medicinal plants and berries. In what cases can they be used?
Lesson 22. Insect and snake bites.
Study questions.
1. First aid for insect bites.
2. First aid for snake bites.
Target. Upon completion of studying the topic, students should be proficient in first aid techniques for insect and snake bites.
The main content of the lesson.
External signs insect bites (bees, wasps,
hornets, horseflies, mosquitoes) and their consequences. It is advisable to outline the rules for providing first aid for insect bites using diagram 2.
Tick-borne encephalitis. Signs of a tick bite. Prevention against tick bites. It is advisable to outline the rules for providing first aid for tick bites using diagram 3.
It is forbidden to cut the wound with a knife, cauterize it, or suck out the poison with your mouth.
Signs of a snake bite and its consequences. Preventive measures against snake bites. It is advisable to outline the rules for providing first aid using diagram 4.
Conclusion. Review the main points and check your understanding of the topic.
Questions to test acquired knowledge.
What insect bites are dangerous to humans? What is the body's reaction to insect bites called? List the signs of an insect bite? How to provide first aid for an insect bite? How dangerous are encephalitis ticks? What effect does snake venom have on humans in small quantities? Where is snake venom used? What are the signs of a snake bite? What should you do when providing first aid for snake bites? How to protect yourself from snake bites while walking in the forest?
Homework. Section 2, Chapter 1, Topics 1.2 and 1.3.
Practical tasks.
1. Select and determine where the emergency situation is, where it is extreme, and where it is just difficult conditions?
a) You went camping in the summer. While crossing the swamp, one of the participants did not notice the snake basking in the sun, and it got scared and bit him. He noticed two large yellow spots on her head. The snake slithered away. The nearest village is 3 km along a forest path. There is a dispensary in the village.
b) You went camping in the summer. While crossing the swamp, one of the participants did not notice the snake basking in the sun, and it got scared and bit him. He noticed that the two large yellow spots on her head were missing. The snake, gray in appearance with a dark stripe on its back (viper), crawled away. The village is nearby, but there is no hospital there.
2. Your dad was bitten by a wasp (relatively speaking). Together with his mother, provide him with first aid.
3. Your dad is unlucky. He was bitten by a snake (relatively speaking). Together with his mother, immediately provide him with first aid. Do it quickly as suggested in the tutorial.
When help is provided, explain to parents what is recommended to do to protect themselves from the bite of poisonous snakes.
Lesson 23. Burns.
Study questions.
1. First aid for burns. ,
2. First aid for sunburn.
Target. Upon completion of studying the topic, students should be proficient in first aid techniques for skin burns and sunburns.
The main content of the lesson.
The main causes of skin burns. The concept of a burn, four degrees of burn depth. Signs of burns and their consequences.
Removing dirt, pieces of fabric, wood, metal, etc., stuck to the skin, opening blisters or “tearing off” crusts, applying ointment bandages is unacceptable.
It is advisable to outline the rules for providing first aid for skin burns using diagram 5.
Features of first aid for limited, high-degree skin burns.
Sunburn, its signs and consequences. Features of first aid for sunburn. Prevention of sunburn.
Conclusion. Review the main points and check your understanding of the topic.
Questions to test your knowledge.
What temperature causes skin damage? What is the normal human body temperature? List the degrees of burns. List the signs of burns. Name the sequence of first aid for burns. What disease will never appear in a child if he often walks in sunny weather? What harm can the sun cause if you walk for a long time without a hat? What radiation from the sun causes a burn? What signs indicate a sunburn? How to provide first aid for a sunburn?
Homework. Section 2, Chapter 1, Topics 1.3 and 1.4.
Practical tasks.
1. The situation in the kitchen. Dad absent-mindedly grabbed the handle of a hot frying pan. Redness and swelling of the skin appeared on his right arm.
Give dad first aid. Then do it again, explaining to your mother in order how to properly provide assistance.
2. Imagine the situation that in the summer on the beach your mother sunbathed for a long time and got burned. Together with dad, provide first aid to mom. Don’t forget that the main thing is to reduce the mother’s suffering.
Lesson 24. Frostbite and cooling of the body.
Study questions.
1. Signs of frostbite and cooling of the body.
2. First aid for frostbite and cooling of the body.
Target. Upon completion of studying the topic, students should be proficient in first aid techniques for frostbite and cooling the body.
The main content of the lesson.
When frostbite and cooling of the body occurs. The concept of frostbite and cooling. Causes and signs of frostbite and cooling of the body and their consequences. Four degrees of frostbite in the body.
It is advisable to outline the basic rules for providing first aid for general frostbite and cooling of the body using diagram 6.
Features of general cooling of the body.
Conclusion. Review the main points and check your understanding of the topic.
Rubbing the victim with snow or ice is strictly contraindicated
Questions to test acquired knowledge.
At what temperature does general cooling of the body occur? What determines the severity of frostbite? At what body temperature can a victim die? Name the degrees of frostbite. Name the sequence of first aid for frostbite.
Homework. Section 2, chapter 1, topic 1.6.
Practical task. Returning home from work in severe frost, dad did not wear gloves and got frostbite on his hands (relatively speaking).
Together with his mother, provide him with first aid. Do this strictly according to the recommendations given in the textbook. After this, you can imagine that dad had frostbite on his cheeks and ears. Help him again.
Lesson 25. Providing assistance to those in distress on the water.
Study questions.
1. Danger of water bodies and rules of safe behavior on water.
2. Providing first aid for drowning.
Target. Upon completion of the topic, students should:
a) know the rules of safe behavior on water;
b) have the skills to provide assistance to those in distress on the water.
The main content of the lesson.
Danger of water bodies and causes of accidents on water: jumping and falling into the water; swimming in prohibited and unfamiliar places; violation of safety rules when using watercraft; pranks and games in the water. Basic rules for safe behavior on the water: knowledge of swimming places; depth of the reservoir; water temperature; presence of dangerous objects; diving underwater; use of watercraft; Availability of life-saving equipment and ability to use them.
Causes and signs of drowning. Providing first aid for drowning.
Conclusion. Review the main points and check your understanding of the topic.
Questions to test acquired knowledge.
List the signs of drowning. What should be done first after removing the victim from the water? What is the sequence of first aid for drowning? Is it necessary to clear the victim’s mouth and nose of silt, mud, and sand? When should you ask adults for help?
Homework. Section 2, Chapter 1, Topic 1.7.
Practical task. When you relax near a pond in the summer, try to learn how to properly provide first aid to a victim on the water. Ask your mom and dad to help you with this. Providing assistance can be done alternately, assigning the victim a father and then a mother.
Lesson 26. Characteristics of various types of damage (injuries) to the human body and the causes that cause them.
Study questions.
1. Classification of damage to the human body.
2. First aid for closed injuries.
Target. Upon completion of studying the topic, students should be proficient in first aid techniques for closed injuries.
The main content of the lesson.
Classification of injuries. Closed (bruises, sprains, ruptures of ligaments, tendons, muscles, joint dislocations, fractures, compression) and open wounds (accompanied by external bleeding). Features of closed injuries.
Bruises and their signs. Providing first aid for bruises (Diagram 7).
Diagram 7. Providing first aid for bruises
Sprained ligaments and damaged blood vessels. Signs of a sprain and providing first aid to the victim (Diagram 8).
Diagram 9. Providing first aid for ruptured ligaments and muscles
Ligament and muscle ruptures. Signs of ruptures and provision of first aid to the victim (Diagram 9).
Dislocations and their signs. Providing first aid for sprains (Diagram 10).
Compression and signs of prolonged compression. Providing first aid to the victim (Diagram 11).
The concept of fractures. Open and closed fractures. Signs of fractures. Basic rules for providing first aid (diagrams 12, 13).
Conclusion. Review the main points and check your understanding of the topic.
Questions to test acquired knowledge.
List the types of injuries. How to provide first aid for bruises? How to provide first aid for sprains and tears? How to provide first aid for sprains? How to provide first aid for compression?
Homework. Section 2, Chapter 2, Topics 2.1 and 2.2.
Practical task. Together with your parents, read all about closed injuries in the textbook. After this, determine which parent will be injured and begin providing first aid for bruises, sprains, torn ligaments and muscles,
dislocations, compression! In addition to mom or dad, the victims may be a doll or a teddy bear. In order not to forget the rules for providing assistance, repeat your actions several times.
Lesson 27. Methods of carrying victims.
Study questions.
1. Methods of carrying victims using available means.
Target. Upon completion of studying the topic, students should have an understanding of how to carry a victim in natural conditions.
The main content of the lesson.
Carrying the victim using a pole. Requirements for a device for carrying a victim.
Carrying the victim on a drag stretcher. Requirements for a device for carrying a victim.
Carrying the victim using stretcher straps. Carrying the victim in a backpack.
Conclusion. Review the main points and check your understanding of the topic.
Questions to test acquired knowledge.
What available materials can be used to carry a victim in natural conditions? How to make a stretcher from poles and a drag stretcher for carrying a victim? How can a backpack be used to carry a casualty?
Homework. Chapter 2, chapter 2, subject 2.3.
Lesson 28. Proper nutrition is the basis healthy image life and prevention of many human diseases.
Study questions.
1. The importance of nutrition for children and adolescents.
2. Calorie content of food.
Target. Upon completion of studying the topic, students should have an understanding of proper nutrition as an important component of a healthy lifestyle.
The main content of the lesson.
The importance of nutrition for the human body: supporting biological life, ensuring constant metabolism and energy between the body and environment. The body's use of nutrients for growth and development, maintaining physical condition, working capacity and protective capabilities.
Components of normal human life: a balanced amount of energy and building material (proteins).
The production of energy obtained by the body from food. Energy reserves in the human body.
The concept of caloric content of food. Daily nutritional needs of a teenager. Daily caloric intake. Digestion. Consumption of energy reserves with low calorie food. The dangers of excess energy entering the body with food. Regulation of energy consumption and expenditure. Formula for determining normal weight. Four degrees of obesity. Conditions for a balanced diet.
Conclusion. Review the main points and check your understanding of the topic.
Questions to test acquired knowledge.
What environmental factor supports life? What body functions are affected by nutrition? What are nutrients used by the body? What is the energy produced by the body used for? In what form and where is energy stored in the human body? What is the daily requirement of a teenager’s body, expressed in calories? What happens in the body if food energy does not cover the body's actual expenses? What happens in the body if food energy significantly exceeds the body's actual expenditure? Which one is the most simple formula to determine normal weight? Name the four degrees of obesity.
Homework. Section 3, Chapter 1, Topics 1.1 and 1.2.
Practical task. Using the formula given in the textbook, determine what normal weight should be for you, your mom, your dad, and your brothers and sisters. Compare the obtained weight with the actual weight and draw a conclusion.
Lesson 29. The hygienic importance of proteins, fats and carbohydrates in human nutrition.
Study questions.
1. Hygienic importance of proteins, fats and carbohydrates.
2. Hygienic importance of vitamins, minerals and water.
Target. Upon completion of the topic, students should have an understanding of the importance of proteins, fats, carbohydrates, vitamins, minerals and water in human nutrition.
The main content of the lesson.
Squirrels. Function of proteins in the human body. Protein requirements of the body of adolescents. Food products that are a source of protein. Vegetable and animal proteins.
Fats. - the main source of energy in the body. The meaning of fats. The effect of excess fat consumption on the human body. Vegetable and animal fats. Food products that are a source of fat. Fat intake in adolescence.
Carbohydrates. Functions of carbohydrates in the life of the body. Conversion of carbohydrates into fats. Food products that are a source of carbohydrates. Human organs that are storehouses of carbohydrates.
Vitamins and their significance in the life of the body. The role of vitamins in human development. Vitamins are water-soluble and fat-soluble. The main source of vitamins. The danger to humans of lack and excess of vitamins.
Minerals and their significance in the life of the body. Functions of minerals in the human body. Sources of minerals. Products that contain minerals.
Water and its significance for the human body. The danger of a lack or excess of water for the human body. Water requirements for a teenager's body.
Conclusion. Review the main points and check your understanding of the topic.
Questions to test acquired knowledge.
What food components do you know? What functions do proteins perform in the body? How much protein do teenagers 11-13 years old need? What foods are sources of protein? What is the importance of fats for the body? What does excess fat consumption lead to? What is the origin of fats? What fats should be used in childhood? What function do carbohydrates perform in the body? Can carbohydrates turn into fats and why? What foods are the main sources of carbohydrates? Which organs store carbohydrates? What do vitamins do in the human body? What foods are sources of vitamins? How do vitamins differ from each other? Why is vitamin deficiency dangerous for humans? Which organs contain minerals? Which food contains the most minerals? What does a lack of minerals lead to in the human body? Can water be classified as a mineral substance? What are the dangers of a lack or excess of water in the body? What is the need for water for a teenager’s body?
Homework. Section 3, Chapter 2, Topics 2.1; 2.2;
2.3; 2.4; 2.5; 2.6.
Practical tasks.
1. Ask your mom to show you what foods you eat. Determine which products contain plant proteins and which contain animal proteins.
2. Determine with your mother what fats of plant and animal origin are included in your daily diet. Do you maintain the proportion of consumption of vegetable and animal fats recommended in the textbook?
3. Ask your mom to show you foods that contain carbohydrates. Which ones do you like best?
4. Determine with your parents which foods you eat contain vitamins.
5. Together with your parents, make a list of foods that contain minerals and which ones.
Lesson 30. Hygiene and food culture.
Study questions.
1. Hygienic requirements for food.
2. Nutrition culture.
Target. Upon completion of the topic, students should have an understanding of the hygienic requirements for food.
The main content of the lesson.
Basic concepts of the components of normal nutrition: diet, quantitative composition of food, environmental requirements for food.
Four basic food requirements:
Satisfying the body in energy;
Variety of food;
Balanced diet.
Organized diet. Meal time. Intervals between meals. Distribution of caloric intake during the day. Duration of meal.
Nutrition culture and health status. Moderation in diet. Components of food culture: compliance with hygiene rules and strict adherence to etiquette. Etiquette concept. Basic rules of etiquette in food culture before meals, during meals, after meals.
Conclusion. Review the main points and check your understanding of the topic.
Questions to test acquired knowledge.
Name 2-4 hygienic requirements for nutrition.
What does diet mean? How many times a day should you eat? How should calorie intake be distributed throughout the day? What impression does a neat, tidy person make? How should you sit at the table? Is it possible to talk at the table?
Homework. Section 3, Chapter 3, Topics 3.1 and 3.2.
Practical task. Arrange a gala dinner in your family on the occasion of Friday - the last school day weeks. Help mom set the table. Dress elegantly. At the table, try to follow the rules of hygiene and strictly follow etiquette.
Lessons 31-32. Features of adolescence.
Study questions.
1. Behavioral changes during adolescence.
2. Relationships with parents.
3. Changes in the body during adolescence.
Target. At the end of studying the topic, students should have an idea of the changes occurring in the body and behavior of adolescents.
The main content of the lesson.
Adolescence is an important stage in a person's life. Patterns in changes in adolescent behavior: irritability, resentment, vulnerability, frequent mood swings.
Friendship concept. Relationships with friends. The concept of "group pressure". Your own point of view. Self-esteem.
Relationships with parents in adolescence. Why do conflicts arise? Feeling of independence. Is it possible to do without conflicts?
Changes in body proportions in adolescents as a physiological development of the body. Puberty is the process of growth and change in the corresponding organs. External changes in adolescents during puberty. Features of changes in the body during adolescence in boys and girls.
Conclusion. Review the main points and check your understanding of the topic.
Questions to test acquired knowledge.
Why is adolescence considered important stage In human life? What does Nature do with the human body, and what do you do yourself? Explain the concept:
"The key to communication"? Have you found the “golden key” to communicating with parents? Is it possible to do without conflicts? What determines body proportions and appearance in adolescence? What external changes in the body occur in boys during adolescence? What changes occur in girls during adolescence?
Homework. Section 3, Chapter 4, Topics 4.1; 4.2;
4.3:4.4.
Test papers
Test 1.
"Emergency and extreme situations in nature."
Option 1.
1. What situations are called extreme? Give examples.
2. Why is autonomous existence considered the most dangerous extreme situation? Name the main reasons for the forced autonomous existence of humans in nature.
3. Name the main 4 groups of survival factors.
Option 2.
1. Name the main types of possible extreme situations in nature.
2. How do personal, natural and material factors influence human survival in natural conditions?
3. List the main stressors of human survival during a forced autonomous existence in nature.
Test 2.
"Psychological foundations of survival in natural conditions."
Option I.
1. How can you use “attention” to assess a situation?
2. Describe the concepts of “involuntary” and “voluntary” memory. Does the survival of a person in an extreme situation depend on the level of development of thinking?
3. What influence does imagination have on a person? What can imagining pictures of dangerous situations lead to?
Option 2.
1. What are the causes of fear in extreme situations? Give examples of panic behavior of a person in an extreme situation.
2. What impact do “sensations” and “perceptions” have on a person in an extreme situation?
3. Name the strong-willed character traits of a person. How does a strong will help you survive in extreme situations?
Test 3.
“How to prevent getting into an extreme situation?”
Option 1.
1. List the main activities when preparing for a hike.
2. What rules for a group’s movement along the route during a hike do you know? Why are the last kilometers of the day's trek considered the most difficult?
3. What are the requirements for traveler’s clothing? How should you dress when going camping in summer and winter?
Option 2.
1. Why is it necessary to inform the search and rescue service about the route of the hike and the timing of it?
2. What are “polygon boundaries” and why are they determined? Give examples of “linear landmarks”.
3. What are the requirements for traveler's shoes? How to dry wet shoes while hiking?
Test 4.
"Autonomous existence of man in nature."
Option 1.
1. What do you need to know if you find yourself in an extreme situation?
2. What do you need to know if you are lost and cannot find your tracks?
3. In what ways can you determine the cardinal directions on the ground?
4. How to choose a place to build temporary housing?
6. What methods of cooking and boiling water do you know in the absence of utensils? Option 2.
1. What should you do if you find yourself in an extreme situation?
2. What should you do if you fall behind the group during a hike?
3. What methods of overcoming water obstacles do you know? How to properly overcome water obstacles (rivers, swamps)?
4. How to make a fire correctly?
5. List the basic rules for providing food and water in conditions of autonomous existence.
Test 5.
"Change of climatic and geographical conditions."
Option 1.
1. How to adapt to local time when climate and geographic conditions change?
2. What needs to be done to facilitate acclimatization in the mountains?
3. How should you eat in a new area when changing food products? Option 2.
1. How to adapt to the local climate when climatic and geographical conditions change?
2. Features of acclimatization in the mountains.
3. When cooking meat in the mountains, is it better to boil or fry it and why? Where is it better to brew tea: in the mountains or on the plain? There are two reasons - name them.
Test 6.
“Protecting the population from the consequences of emergency situations in peacetime and war.”
Option 1.
1. What are shelters (protective structures) intended for and what is their reliability?
2. Actions of the urban and rural population upon the “Air raid warning” signal, if the signal finds you at home.
3. How to use a damaged gas mask if there is significant damage to its front part?
Option 2.
1. Basic rules of conduct in shelters (protective structures).
2. Actions on the “Air raid” signal, if the signal finds you on the street, in public transport.
3. How to use a damaged gas mask if a puncture is found in the gas mask box?
Test 7.
"Rules for providing first aid in natural conditions."
Option 1.
1. What disinfectants, medications and ointments should be in a travel first aid kit?
2. Name the signs of a poisonous snake bite and the rules for providing first aid to the victim.
3. Signs of sunburn and first aid for the victim.
4. List the signs of drowning. What should be done first after removing the victim from the water?
Option 2.
1. Name the signs of insect bites (bees, wasps, hornets, horseflies, ticks). What first aid is given to the victim if they are bitten?
2. What is a burn? Rules for providing first aid for skin burns.
3. Signs of frostbite and cooling of the body. First medical aid for the victim.
4. Sequence of first aid for drowning.
Test 8.
“Characteristics of various types of damage (trauma) to the human body and the causes that cause them.”
Option 1.
1. What factors cause injury?
2. Signs of bruises and fractures. Providing first aid for bruises and fractures.
3. What determines the methods of carrying victims. How to make a stretcher out of poles? Option 2.
1. Which injuries are open and which are closed?
2. Signs of sprains and dislocations. First aid for sprains and sprains.
3. How to make a stretcher-drag from long poles? Can the victim be carried in a backpack?
Test 9.
“Proper nutrition is the basis of a healthy lifestyle.”
Option 1.
1. What body functions are affected by nutrition?
2. What function do fats, proteins and carbohydrates perform in the human body?
3. Name the basic hygienic requirements for food.
4. How should you behave at the table while eating?
Option 2.
1. In what form and where is the energy obtained from food stored in the human body?
2. What is the function of vitamins, minerals and water in the human body?
3. What does diet mean? How many times a day should you eat?
4. What should you do before eating?
Test 10.
"Features of adolescence."
Option 1.
1. Why is adolescence considered an important stage in a person’s life?
2. Is it possible to avoid conflicts in relationships with parents?
Option 2.
1. How does the behavior of adolescents change during the period of maturation of the body?
2. What determine body proportions and appearance in adolescence?
3. What external changes occur in boys and girls during adolescence?
In a situation of forced autonomous existence, a successful outcome depends primarily on correct actions from the first moment of its occurrence. The main condition that determines the success of survival or death depends on the mood of a person (group) for a successful exit from this situation, his desire to return home, moral obligations to loved ones, society, and the awareness that he still has a lot to do.
The first thing you need to do is try to calm down and objectively assess the current situation. Analysis of many situations shows that very often the greatest danger for victims is not the accomplished fact itself, but the consequences that await them as a result of the first rash actions. It is important at the time of an emergency or extreme situation to show a sense of self-control, not to succumb to fear, which does not contribute to concentration and making the right decisions.
The first actions under the influence of emotions are dictated by the instinct of self-preservation and are not always correct. We must try to perceive the danger in parts, identifying the priority ones. In situations in the natural environment with forced autonomous existence caused by a vehicle accident in an uninhabited area, the following procedure is recommended, depending on the specific situation:
In the event of a forced landing of an aircraft or a natural disaster (avalanche, threat of mudflow, forest fire), you must immediately leave the danger zone. In this case, you should take the wounded to a safe area, try to take away all available equipment, supplies of water and food without risking life. After this, you should quickly discuss the current situation, determine the safest place, outline the route to it and relocate there. All work at the accident site is led by the crew commander or group senior. Having finally made sure that all people and equipment, food and water supplies are safe, they proceed to further actions.
If an extreme situation occurs in the natural environment (loss of orientation, falling behind the group, sudden deterioration in weather conditions), you must not conflict and relax. The general actions of those caught in extreme conditions in nature are as follows:
All things, equipment and personal property, even personal hygiene items, in an extreme situation become public and are used to meet the needs of all victims. All food products and available water supplies are collected into a single reserve, forming an emergency reserve. Those responsible for the safety of things, equipment, and products are appointed. Their unauthorized use is strictly prohibited.
To decide on further actions, you need to assess the actual situation and answer the following questions.
1. If your location is unknown, were you following a given (agreed) route at the time of the accident? If your absence is discovered, the initial search will be carried out in the area of your intended route.
2. Are the remains of the vehicle clearly visible from the air or surrounding hills? Can you make them visible better?
3. Do local authorities have sufficient manpower and resources at their disposal to organize an effective search?
4. Are weather conditions conducive to the operation of search and rescue aircraft and helicopters?
5. Are transit or other aircraft flying over you? If yes, how often?
6. Do you know your exact location? If yes, how close are you to any populated area? What is the nature of the terrain between you and this locality?
7. What are the climatic conditions and possible difficulties of the proposed travel route? How long will it take to reach this settlement?
7. Will all members of the group or crew be able to withstand the passage in this area? Are there any victims with serious injuries requiring immediate medical attention?
8. Do you have enough things and equipment for a long journey, do you have compasses, matches, etc.?
9. What supplies of food and water do you have? Assess your emergency supplies and those that can be replenished from natural sources. Is there a good source of water near the site of your accident? Will you be able to get food in a deserted area after you've used up your emergency supplies?
10. What do you know about how to survive in the natural conditions in which you find yourself? If you are not confident in your knowledge and skills, stay in place for three days.
Exists two decision options: stay at the scene of the accident and wait for help or try to get to the nearest populated area.
The decision to leave the scene of the incident is made in cases where:
There is no certainty that the group’s exit (departure) point is aware of the incident;
The location of the nearest populated area is known exactly, the distance to it is small and the state of people’s health allows it to be overcome;
There is an immediate threat to life: a forest fire, a broken ice field, a flood, etc.;
People cannot be detected by rescuers at this site due to the dense vegetation surrounding them;
There has been no communication or help for three days.
At the scene of the incident, you need to indicate the direction of your departure: leave a note, lay out an arrow, make notches in the trees, tie together tufts of grass, etc.
Before leaving, you should carry out a thorough reconnaissance, determine the direction of exit, pack and prepare everything you need for carrying (maybe even a fire, if there are no matches).
Having decided to leave the scene of an incident, you must adhere to certain rules.
The decision to remain at the scene of the incident is made if:
A distress signal or message about the scene of an incident is transmitted using an emergency radio;
The location of the incident is not precisely determined, the terrain is unfamiliar and difficult to pass (mountains, forests, deep ravines, swamps, thick layer of snow cover, etc.);
Direction to settlements and the distance to them is unknown;
Most people cannot move independently due to injuries or illnesses.
Having decided to stay at the scene of the incident, you must adhere to the basic rules of safe behavior that will allow you to survive and wait for help from rescuers (Diagram 8).
In a temporary camp, having built a reliable shelter from available materials, it is possible to create conditions for normal rest, long-term preservation of normal life activities, and provision of care for the sick and wounded. Being in one place makes it easier to organize the collection of edible plants, berries, fishing and hunting.
To organize such a camp, it is necessary to develop a detailed action plan, which includes:
1) choosing the most suitable place for a camp, taking into account the terrain, the proximity of firewood and water, the absence of dangers on its territory (dead wood, rockfalls, avalanches, flooding, etc.);
2) camp planning: determining a place for the construction of temporary but reliable housing, places for cooking, storing food, property, garbage and toilets;
3) determining the type of temporary shelter, based on the capabilities of the area and the abilities of the “builders”;
4) preparation and start of construction of the shelter;
5) preparing a place for a fire, preparing a sufficient amount of firewood and making a fire.
To successfully implement this plan, as well as to create a normal climate in the group, it is necessary to distribute responsibilities among all its members, taking into account their state of health and abilities. Wherein an indispensable condition- everyone must have an assignment. This is not a far-fetched requirement. The fact is that the success of survival in an extreme situation is determined by the abilities and capabilities of not only each member of the group individually, but also the group as a whole. However, the life activity of the entire group depends on the physical and moral state of each member of the group. Therefore, from the first moments of an accident, it is necessary to make efforts to preserve the moral and volitional state of the group as a whole and each participant individually.
An indispensable condition for the successful actions of the group in an emergency situation is the presence of a leader. It can be a full-time leader - a crew commander, a leader of a tourist group. In their absence, they can become one of the most prepared people, an authoritative person who can unite the team and direct its efforts to survive in an extreme situation. This could be a person familiar with the rules of survival.
With skillful leadership, the group will get rid of such negative manifestations of human behavior as panic, confusion, self-doubt, disunity in actions, selfishness and dependency. Otherwise, conflicts are inevitable, seemingly for the most insignificant reasons. To prevent them from flaring up, gaining strength and splitting the group is the task of the leader. Solving this problem will help you avoid many additional troubles.
In the event of a vehicle accident, the group may be completely different people. However, even members of a tourist group caught in an extreme situation may exhibit previously unknown qualities. With the decisive role of the leader, much depends on the group members. Tolerance for the weaknesses or irritation of others, the ability to be the first to reconcile will help to avoid conflicts that destroy the unity of the group. Although there are also creative conflicts, which make it possible to find the best solution to a problem. In an extreme situation, when everyone’s nerves are on edge, destructive conflicts usually arise.
The leader's unity of command does not mean refusal to consult with group members on any issues. The ability to listen to them is a great advantage of a leader. But, not agreeing with the arguments of the interlocutors, he must reasonably explain the reason for making his own decision.
Summing up the description of the priority actions of a person (group) caught in an extreme situation of forced autonomous existence, we can draw a general conclusion about the rules of behavior based on the results of analysis of similar situations by specialist rescuers.
If you find yourself in an emergency situation, you must:
· be able to anticipate danger;
· be able to control your behavior;
· be independent;
· be able to think and invent;
· make quick decisions;
· be persistent and stubborn when required;
· be able to obey if necessary;
· do not despair if you no longer have the strength, fight for your life;
· look for other ways before giving up completely;
· and even then don’t give up.
Thus, a successful outcome in an extreme situation depends on the person himself, on his will, composure, discipline, physical fitness, and most importantly, the ability to act in an extreme situation.
Self-test questions
1. What poses the greatest danger to victims in an extreme situation and what are the first actions?
3. Name general action caught in extreme conditions in nature.
4. In what cases is the decision to leave the scene of an incident made?
5. When is the decision to remain at the scene of an incident made?
Many people find themselves in extreme situations. This could be an earthquake, flood, fire, terrorism and much more.
In stressful situations, a person may become confused or become a combative person during an extreme situation. As a result, after experiencing horror and fear, the psyche suffers. A person needs the help of qualified specialists.
What are extreme situations
Sometimes adverse events occur to a person that affect the psyche. These are often called extreme situations. Simply put, this is a change in the usual living conditions.
When a critical situation occurs, a person develops fear that must be dealt with. After all, while he is present, people are not subject to themselves. Most often, strong fear occurs when a person realizes that a certain situation is life threatening. Therefore, after the experience, a person is not able to cope with himself, with his psyche. Such people need the help of a specialist.
After a terrible episode, emotions of excitement overwhelm. There is an opinion that the release of adrenaline from the body is a good thing. However, psychologists have a different point of view. After all, if something unexpected happens, for example, a fire, a person goes into shock. After a successful outcome, a heart attack, heart attack and other unfavorable outcomes are possible. Therefore, it is better to avoid such situations. The psychology of extreme situations is a problem that is very difficult to get rid of.
Kinds
Extreme situations can be unexpected and predictable. For example, natural disasters cannot be expected. These situations appear suddenly. Therefore, from surprise, a person may become confused and not have time to take the necessary measures. Extreme situations are divided into the following types.
1. By scale of distribution. This refers to the size of the territory and the consequences.
- Local situations are only in the workplace and do not extend beyond it. There may be a maximum of 10-11 injured people, no more.
- Object situations. This is a danger in the territory, but it can be eliminated on your own.
- Local situations. Only a certain city (suburb or village) suffers. An extreme situation does not go beyond the locality and is eliminated with its own means, resources and forces.
- Regional. The dangerous situation is spreading to several nearby areas. Federal services are involved in the liquidation. In a regional extreme situation, there should be no more than 500 people affected.
2. According to the pace of development.
- Unexpected and sudden (accidents, floods, earthquakes, etc.).
- Swift. This is a very fast spread. These include fires, emissions of gaseous toxic substances, etc.
- Average. Radioactive substances are released or volcanoes erupt.
- Slow. These could be droughts, epidemics, etc.
Any extreme situation poses a threat to human life.
Every disaster leaves its mark on the psyche of people. Therefore, you need to be very careful and know how to react in a certain situation.
Behavior rules
Not everyone thinks about how to behave at a certain moment. Behavior in extreme situations is very important. After all, a lot depends on it, including human life.
First of all, you need to be very calm and cool-headed. Count quickly to three and regain your breathing. Try to forget about fear and pain for now. Realistically assess your capabilities, strengths and the situation as a whole. Confusion, panic and indecision will only harm you under such circumstances.
Every person should always be prepared for unexpected danger. Then you can deal with it easier. You must know how to properly administer first aid. With good preparation, there is always the opportunity to save your life or those around you. Behavior in extreme situations must be controlled.
Survival
First of all, you must make sure that your home is safe and sound. Will you be able to stay in the house if there are hurricanes or earthquakes? Check wiring regularly. You must know for sure that in the event of a fire you will be able to get out of the trap unharmed.
Every family should have medicines for all occasions. We must not forget about bandages, iodine, and burn remedy. They are not needed every day, but sometimes they are simply necessary. Survival in extreme situations is a very important factor for every person.
If you have a car, it should always be ready to go. Try to store fuel for such cases.
Don't forget about spare clothes, which should be kept close to your home. Perhaps in a garage or basement. It may be old, but it will keep you warm in the cold.
If every person thinks about their safety in advance, then it will be much easier to survive in any extreme conditions.
Actions
What should a person do in extreme situations? Not everyone will be able to answer this question. One hundred to note. that extreme situations with people happen every day, so it is necessary to know the answer to this question in advance.
If a person finds a suspicious device in a public place, then it cannot be picked up, but must be reported to the police. Even anonymously. Don’t be afraid to report, because if it’s not you who gets hurt, someone else will.
In any situation, you should not give in to panic. This is the most dangerous feeling. Try to pull yourself together, calm down and act according to the situation.
There is always a way out, the main thing is to use it correctly. As a rule, there are others around whom you can turn to for help. Actions in extreme situations must be lightning fast. After all, life depends on it. If you understand that you are not able to cope, shout as long as you can so that you are heard. It is clear that not everyone will help, but at least one person will respond to your misfortune.
Memo to citizens
Every citizen needs help in extreme situations. For this purpose, there is a reminder that does not allow you to forget how to act in case of unforeseen incidents.
If you realize that something has happened to the electricity, for example, the meter is cracking or a light bulb is blinking incorrectly, then immediately turn off the power to the apartment. After all, unwanted emergency situations may occur. At the same time, it is advisable to turn off the gas and water. After this, do not hesitate to call a repairman or emergency service.
It often happens that people do not attach importance to certain little things. Because of this, fires, explosions, etc. occur. Therefore, your documents should be in one place and preferably closer to the exit. In case of danger, you must take them with you. This is the first thing that should come to a person's mind.
Money and necessary things should also be not too far from the exit. In stressful and extreme situations, there is not always time to run around the apartment and pack your bags. Therefore, it is necessary to think in advance that dangerous incidents can occur at any time. You should always remember the rules in extreme situations that can help.
Extreme natural situations
It’s not only in an apartment that danger can overtake a person. There is also plenty of extreme sports in nature. Therefore, a person must be prepared for anything.
For example, you may find yourself in very uncomfortable weather conditions - severe frost and snow. The best solution is to survive the cold. You can build a small cave.
Know that snow is an excellent heat insulator. Therefore, thanks to the snow cave you can wait out the cold.
Never go without water in hot weather. It is very dangerous. After all, when you want to drink, and there is no water nearby, you will be ready to do anything if only they give you a sip of a soft drink. Without water, as we know, a person cannot live long.
In natural extreme situations, you can save yourself. However, you should always remember to take precautions. Emergencies can strike a person at any time.
Adaptation
A person can get used to any living conditions. Even in the modern world, not everyone can make full use of water, electricity and gas. Therefore, you can also adapt to extreme situations.
Before you get used to dangerous or unusual conditions, you need to prepare yourself mentally. To do this, read about the unknown area where you are going to go. Try to master the necessary skills.
It is very important to prepare yourself psychologically. If you doubt it, maybe it’s not time to take risks yet? An extreme life situation should not break you. Just be positive.
To make it easier for you to adapt to extreme situations, take care of food, water and warm clothing. Without the basic necessities it is much harder to survive.
Consequences
People who find themselves in extreme situations need help. Each of them has a mental disorder. The consequences vary for people. Some try to forget themselves and find solace in alcohol, others become drug addicts, and still others choose to commit suicide. They all need the help of qualified specialists who will lead a person out of this state.
Psychologists will help you relieve stress, fear and return to normal life. These people cannot be condemned, because none of them is to blame for what happened. Getting rid of memories is not easy at all. If you witness a similar situation, then do not turn away from such people, but try to help them return to a past life where they were calm and comfortable.
Every day, many people need to communicate with doctors such as psychologists or neurologists. After stress, a person ceases to exist and begins to live one day at a time. To make it easier to get through difficult days, psychologists advise:
- Do not panic;
- Remain calm in any situation;
- Practice self-hypnosis more often;
- Get plenty of rest;
- Spend as much time as possible with friends and relatives;
- Don't be alone.
When you see something scary in front of you, try to avoid tears and panic, and look for a way out of the current situation.
If a person who has experienced severe stress turns to a specialist, it will be easier for him to overcome the current problem. The psychology of extreme situations is very serious, so you need to pay attention to it first.
Conclusion
Each person reacts differently to stressful situations. Some will do everything possible to escape, others will begin to panic. It all depends on the individual person. Everyone's psyche is different. Therefore, one cannot blame those people who give up. After all, they are not to blame for their weakness. There are some extreme situations factors. These are exactly what every person should remember.
In stressful situations, a person’s body becomes exhausted, which is where many other diseases appear. In order to avoid undesirable consequences in the future, it is necessary to seek help from specialists who will help restore nervous system and return to your previous problem-free life.
In the section on the question Give examples of extreme situations in natural conditions and name their causes? given by the author compound the best answer is Natural hazards and disasters by nature
phenomena are divided into types, which, in turn, into types.
Let's consider the classification of these phenomena.
Geophysical include earthquakes, seaquakes and
volcanic eruptions, etc.
Geological, which include landslides, mudflows, landslides and talus,
avalanches (both ground and snow), slope washouts, subsidence
loess rocks, karst phenomena accompanied by the collapse of the earth-
surface, etc.
Meteorological: these include storms (9–11 points), hurricanes (12–
15 points), tornadoes and tornadoes, squalls, vertical vortices, large hail,
showers, heavy snowstorms and snowfall, severe frost and ice, frosts,
heavy fog, extreme heat, dry winds, drought, etc.
Hydrological (sea and river) include typhoons
(tropical cyclones), tsunamis, seaquakes, strong fluctuations in sea level
sea conditions, pressure and intense drift of ice, etc. – sea; flood
water, flood, rain floods, low water levels, early ice-
tav and others - river.
Hydrogeological: low groundwater level; high level
groundwater line, etc.
Natural fires are divided into forest, steppe, peat
(surface) and underground fires of mineral fuels.
Infectious diseases that may be single,
epidemic and pandemic nature (for more details, see section
le "Fundamentals of medical knowledge").
Massive destruction of farm animals and
Stenius.
Let's consider
Answer from Instrumentation[newbie]
An extreme situation is a situation that differs from normal life and is fraught with danger to a person.
Answer from Oleg Tyush[newbie]
change of climatic and geographical conditions; a sharp change in natural conditions; diseases or injuries to the human body requiring extreme medical care; forced autonomous existence.
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