Integrated physical education and life lesson. Presentation “Beware of Fire”. Final stage

Municipal state educational institution

Cherchetskaya secondary school

Cluster methodological seminar

“Integrated lesson within the framework of the implementation of the Federal State Educational Standard”

Integrated lesson

Completed by: Ablets Raisa Ivanovna

Life Safety Teacher

2017

Integrated lesson

in physical education and life safety in 6th grade

as part of the implementation of the Federal State Educational Standard

"Human Survival in the Natural Environment"

Lesson objectives:

• strengthening interdisciplinary connections between physical culture and life safety

• open new prospects in the development of life safety and physical culture.

Lesson objectives:

• testing students' acquired knowledge, skills, and survival skills in conditions of autonomous existence.
• development of thinking, the ability to assess one’s capabilities and the ability to withstand difficulties.
• improving basketball technique
• (dribbling, passing, throwing).
• development of agility, speed and strength qualities.
• fostering attentiveness, discipline, activity,
• control of students’ knowledge and skills on the topic “Autonomous existence of humans in natural conditions”

Formation of UUD.

Personal:

1. Create conditions to ensure the child’s successful activities.

2. Form responsible relationships for a common cause.

3. Emotional comfort and physical safety.

Regulatory:

1. Self-control and self-assessment of activities.

2. To help students develop the experience of setting goals for their learning activities under the guidance of a teacher.

3. Control the emotional state of children to solve various problems.

Cognitive:

1. Be able to correctly complete the teacher’s assignments.

2. Be able to apply and structure acquired knowledge and skills.

3. Compare and classify physical qualities.

Communicative:

1. Exercise mutual control, adequately assess one’s behavior, coordinate and apply different positions in interaction, both individually and in groups.

2. Safe resolution of gaming conflicts.

3. Educational cooperation with teacher and students.

Planned results:

To understand that physical qualities are necessary in conditions of forced autonomous existence of a person in the natural environment;

Ability to independently organize group activities.

Lesson type: Lesson on developing skills and abilities (workshop lesson)

Location: gym

Inventory and equipment:basketballs, cubes, volleyballs, hoops, skittles, gymnastic benches, task cards, whistle, stopwatch, diplomas.

During the classes.

Introductory part:

Construction;

Checking the availability of sportswear;

Identification of absentees;

Greetings

Life safety teacher: Today we are conducting an unusual integrated lesson on the Basics of Life Safety and Physical Education, which is dedicated totesting acquired knowledge, skills, survival skills in conditions of autonomous existence, improving the technique of handling a basketball.

To begin with, we will conduct general exercises accompanied by music.

Physical education teacher:

The teacher chooses from among the students the one who will do the exercises.

Main part

The class is divided into 2 teams - “Robinsons” and “Extremals”, all practical tasks are performed in the form of relay races, the results are recorded in a table. Theoretical tasks are performed by the whole team, standing at the table, on cards,

As you know, nature does not like the weak; it has one law - natural selection. Therefore, you have to prove on the obstacle course that you are all strong, agile, and fast.

1. Overcoming the obstacle course:

Jumping with support on hands over a bench, somersault, jumping alternately on the right and left foot into hoops.

So, the teams split up, each of them found themselves alone in an unfamiliar forest. What types of autonomous existence do you know? (forced and prepared). What reasons could there be for forced autonomous existence in natural conditions? Consult and answer the questions on card No. 1.

Card No. 1. Reasons for forced autonomous existence.

So, now we will remember the main technique of playing basketball - dribbling. Dribbling is carried out with one hand, so you will demonstrate dribbling with a change of hands, with changing balls (large and small), dribbling with passing the ball after stopping with a jump.The team that finishes the exercise first wins.

2. Dribbling a basketball.

A) Dribble the basketball to the mark with the right hand, and back with the left.

B) Dribbling the basketball and passing after stopping.

And now we will test your physiological capabilities: hearing, eye and visual memory. All these qualities play a big role both during the game of basketball and in conditions of autonomy.

Card No. 2. Testing physiological capabilities

A) Hearing. The recording of various sounds is turned on and the teams need to determine what kind of sound it is and write down the number on the card.

B) Eye gauge. Commands determine the distance to a specific object.

B) Visual memory. A chain of different objects is laid out in front of the teams: a cone, a tennis ball, a pin, a white volleyball, a pin, a colored volleyball, a small basketball, a cube, a large basketball, a flag, a medicine ball. Teams are given 15 seconds to memorize, after which each team lays out its chain (all necessary equipment is in each team’s basket). The result after verification is recorded on the card.

In order to cook food and keep warm in cold weather, each team needs to collect firewood for the fire. Now you will demonstrate dribbling a ball while simultaneously transferring pins from one hoop to another. Our skittles will imitate logs for a fire. Which team will build their fire faster?

3. Dribbling a basketball with an object in the other hand.

In front of each team, at a distance of 2 m, there is a hoop in which pins are scattered according to the number of participants. At a distance of 7m there is a second hoop. Each participant needs to dribble the ball, take the pin, and transfer it to the second hoop. The basketball cannot be held in both hands.

The teams completed the task, and now let’s see if you know the types of fires and which of them can quickly boil water.

Card number 3. Types of fires.

Well done, you completed this task too. In order not to go hungry, you all must be sharp shooters. Now we will compete in the accuracy and precision of throwing a basketball. Let me remind you that throws are performed with both hands, the legs are included in the work simultaneously with straightening the arms, the hands after the throw should be relaxed and look down. Each team approaches its own ring and after the signal they begin to take turns making shots into the ring. Each team is responsible for counting their hits independently.

4. Throw a basketball into the hoop for 1 minute.

You have demonstrated good accuracy, which means you won’t go hungry. But in order to survive, you need not only food, but also water. What needs to be done with water so that it can be drunk if there is a stream, lake or pit nearby?

Card No. 4. Water for autonomous survival.

As a rule, during autonomous survival, group members are sent in pairs to search for food, water, and scout the area. Now, we will look at the coherence of each team’s actions. You are asked to pass the ball in motion with side steps to one side from the chest, back - with the ball rebounding on the floor.

5. Passing the basketball in pairs from the chest and bouncing on the floor.

And now each team needs to guess a crossword puzzle and a keyword, which is given 5 minutes.

Card No. 5. Crossword "Traveler"

During the time the teams were in an extreme situation, you probably learned to understand each other perfectly, we will see how you, standing in a column, one after another, can quickly and correctly pass the basketball. The ball is passed in a wave: up, down.

6. Pass the basketball on the spot while standing in a column.

Now imagine that a helicopter is flying over you and you need to signal for help

Card number 6. Signals for help.

Teams put out a signal for help with pins, which is written on their card, then each team must correctly name the signal of the other team and write it down on the card.

7. Competition “Marching Song”(homework)

Final part.

1. Summing up the theoretical part of the lesson. Teams exchange cards, check whether tasks are completed correctly, and count the points they have scored (correct answer 1 point).

2. Summing up the practical part of the lesson, the best team is determined.

3. Summing up the lesson, grading, awarding certificates. Reflection.

- Guys, what tasks did we set for ourselves at the beginning of the lesson?(Children's answers)

- Do you think we have achieved this goal?

I suggest filling out column 2 of the table.

Homework:

life safety fundamentals - At home, you must once again repeat everything that we talked about and did today in class and, independently or in a group, create a memo-booklet“What to do if you get lost in the forest.”The memo can be submitted electronically. We will start the next lesson with a competition-presentation of memo-booklets.

Physical Culture- improve the technique of handling a basketball ball

The lesson is over. Thank you everyone for your active participation in it!

Integrated lesson summary

in physical education and life safety in 9th grade

"One Day in the Army"

You need to get involved in physical exercise

everyone. Without this, no

conversations about a healthy lifestyle.

( )

Lesson objectives:

Development of physical qualities necessary for military service in the ranks of the Armed Forces of the Russian Federation;

Development of physical qualities and skills to provide first aid in emergency situations.

Formation of a well-rounded physically developed personality, capable of actively using the values ​​of physical culture to strengthen and long-term preserve one’s own health, optimize work activity and organize active recreation.

Lesson objectives:

Strengthening health, developing basic physical qualities (physical endurance, strength, agility), military-practical skills and increasing the functional capabilities of the body;

Increasing interest among schoolchildren in the profession of defender of the Fatherland;

Formation of a culture of movements, enrichment of motor experience with physical exercises with a general developmental and corrective orientation, technical actions and techniques of basic sports;

Training in skills and abilities in physical education and health and sports activities, independent organization of physical exercises;

To cultivate moral-volitional, psychological qualities of the individual, patriotism and love for the Fatherland.

Location: gym

During the classes.

Formation, greeting.

Today we are conducting an unusual integrated lesson - when life safety and physical education are together.This is a military sports lesson “One day in the Army”. Coincidentally, our lesson takes place on the eve of the holiday on February 23, in Russia traditionally celebrated Defender of the Fatherland Day, which many habitually call Soviet Army Day.

Today you will demonstrate the knowledge you have acquired in life safety lessons and demonstrate your physical capabilities, which you develop in physical education lessons.

Part of the lesson

Lesson content

Dosage

WMD

PREPARATION PART (10-12)

Construction, report, greeting, message of lesson objectives

30 - 1

Check the availability of sports uniforms, identify patients

Turns on the spot: “Right!”, “Left!”,

“All around!”

Execute commands clearly, ensure correct execution

Changes from 1st rank to 2nd.

Pay for the 1st - 2nd! “Form in two lines!”, “Form in one line!”

Changes from a line of 1 to 3

Pay for the 1st – 3rd! “Form in three ranks!”, “Form in one rank!”

30 – 1

The first ones take a right step, a left step to the side and put the right

The 1st take a right step, the left step to the side and the right one is placed, the 2nd are in place, the 3rd step the left one back, the right step to the right and the left one is placed

Walking

- regular

- in a half-squat, hands on the belt

- in a full squat, hands behind your head

1 – 1,5

40 m

40 m

30 m

Don't go out of order

Back straight, look straight ahead

Don't get up, don't jump

Run

- ordinary

- right side step

- the same on the left side

- back forward

- diagonally with acceleration

2 – 4

30 – 1

20-30 m

20-30 m

20–30 m

Don't run out of order

Hands in front of you, step your feet more often, coordinate your hands and feet

Look over your left shoulder

Catch up with someone running ahead

1 – arms to the sides

2 – up

3 – to the sides

4 – i.p.

6 - 8 times

1-2 breaths

3-4 full exhalation, do not hold your breath

Outdoor switchgear in motion

1. I.P. – hands to the side

1-4 – circular movements in the wrist joint

1-4 – in the elbow

1-4 – in the shoulder

same back

2. I.P. – hands in front of chest

1-2 – hand jerks

3-4 – right up

same with the left

3. I.P. – hands locked in front of chest

1 – hands forward

2 – hands up

3-4 - the same

4. I.P. – hands in front of chest

1 – left step, turn the body to the left

2 – step right turn right

5. I.P. – o.s.

1 – step right tilt to the right leg

2 – i.p.

3-4 – the same with the left

6. I.P. – o.s.

1 – right lunge, hands on knee

2 – i.p.

3-4 – the same with the left

2 times

6-8 times

6-8 times

6-8 times

6-8 times

6-8 times

Perform circular movements at full amplitude, listen to the count without losing track

Perform jerks energetically, arm straight

Straighten your arms completely

Coordination of hands and feet does not go out of order

The tilt is made for each step, do not bend your knees, touch your toes

Perform the lunge deeper, with the back leg straight. Keep your shoulders straight.

7. I.P. – hands forward

1 – swing the left hand to touch the palm of the right hand

2 – i.p.

3-4 - the same with the other leg.

8. I.P. – crouching emphasis

1 – jumping up arms up

2 – the same

9. Breathing exercise

1-2 – hands up

3-4 – hands down

6-8 times

8-10 times

6-8 times

Swing with a straight leg. Arms straight, look ahead.

Push as hard as possible, watch your distance.

1-2 – inhale

3-4 – full exhalation

MAIN PART (25-30)

Divide the class into two teams: each team has a name and motto!!!

Obstacle course

1. Forward somersault

2. Jumping over a gymnastic bench

3. Overcoming three barriers

5– 6

Boys perform 3 times, girls 2 times.

1st hurdle – jump

2nd barrier - climbing

3rd barrier – jump

Exercise to restore breathing while walking

1-2 – hands up

3-4 – hands down

6-8 times

1-2 breaths

3-4 – full exhalation

Equipment cleaning

20 – 30

Providing first aid

6– 7

Consolidating skills in providing primary care and preparing to take tests in primary care

General physical training (GPP)

Jumping rope

Flexion-extension of arms while lying down

Raising the body from a lying position, hands behind the head

3 – 5

Circuit training method

knees to chest

Hand and foot coordination

Bend your arms to a right angle, keep your torso straight

Sit down completely, do not lift your heels

Equipment cleaning

Paramilitary relay races

1. Running in gas masks

Participants stand in a column of 1, each with a bag with a gas mask. At the signal, the first person puts on a gas mask, runs to the control mark, runs around it and passes the baton to the next one

2. Running from one trench to another

At the signal, the first person runs to the first line, touches it and runs back. Then he runs to the next line, touches and returns to the second line, etc.

3. Carrying a wounded person by 2 people

Participants stand in a column of two with their arms crossed among themselves. At the signal, the 3rd participant, the “victim,” sits in their arms and clasps them by the necks. Participants begin to move to the control mark, run around it and return back.

4. Ammunition delivery

Participants stand in a team column, one at a time. The first one has a mine in his hands. At the signal, the first person runs to the chip, runs around it, runs back and passes it to another participant

4 – 5

You can't run while you're wearing a gas mask.

Touch the line with your hand, do it quickly and correctly

Complete the task quickly and accurately

The victim should not be placed to the control mark

The team that completes the task faster will win. You cannot place a mine or pass it from hand to hand.

FINAL PART (2-3)

Class "Disperse!" “Stand in one line!”

Construction, summing up, grading, reporting homework. Organized care.

10 – 20

1 – 1,5

Line up quickly and clearly

Mark the best in the lesson. Go out calmly in formation, do not push.

Plan of notes for an integrated lesson on physical education and the basics of life safety

For 6th grade.

Subject:"Human behavior in extreme situations."

Method: group.

Lesson type: Tourist game.

Target: increase children's interest in physical exercise through play activities, promote the maintenance and development of their creative and physical activity. Improve knowledge in the life safety course.

Tasks:

educational (subject)

Develop vital motor skills through outdoor games and relay races;

Improving skills in climbing, crawling, climbing.

Improve knowledge in the life safety course.

developmental (meta-subject UUD)

Develop cognitive processes (observation, thinking, imagination);

Promote the development of dexterity and coordination.

Ability to use rescue equipment

educational (personal)

Build self-esteem and the ability to independently organize gaming activities;

Location: gym.

Time spending: 40 minutes.

Equipment used: Dynamic ropes, backpacks, carabiners, first aid kits, gymnastic mats, belay devices, gymnastic wall, fire accessories, tourist equipment.

During the classes

Integrated lesson on physical education and life safety in 6th grade.

Teacher FC Sokolova N.B.

Lesson objectives:

1.Development of thinking, the ability to assess one’s capabilities and the ability to withstand difficulties;

2.Improving the technique of handling a basketball (dribbling, passing, throwing);

3.Development of agility, speed and strength qualities;

4. Education of attentiveness, discipline, activity.

Inventory:

1.Basketballs;

3. Gymnastic benches;

5.Tennis balls;

Preparatory part:

1.Construction, communication of lesson objectives;

2. Running while dribbling the ball (alternately with the right and left hand)

3.Running with side steps and dribbling diagonally

4.Acceleration with diagonal guidance

5. Formation into columns of four

5. ORU with balls in place

Main part:

The class is divided into 2 teams - "Robinsons" and "Extreme" all practical tasks are performed in the form of relay races, the results are recorded in the table (Appendix No. 1). Theoretical tasks are completed by the whole team, standing at the table. On cards, by testing method (Appendices No. 2)

As you know, nature does not like the weak; it has one law - natural selection. Therefore, you have to prove that you are strong, agile, fast.

1. Relay race - running to the middle with the right side attached, from the middle to the left, back to the middle, running backwards, from the middle with your face.

So, the teams split up, each of them found themselves alone in an unfamiliar forest. What types of autonomous existence do you know? (forced and prepared). What reasons could there be for forced autonomous existence in natural conditions? Consult and answer questions on card No. 1.

So, now we will remember the main technique of playing basketball - dribbling. The team that finishes the relay race earlier wins.

2. Dribbling the basketball to the chip with the right hand, back with the left

3.Driving with a snake (circle the pins)

To prepare food. To keep warm in cold weather, each team needs to collect firewood for the fire. Now you will demonstrate dribbling a ball while simultaneously transferring pins from one hoop to another. Our skittles will imitate logs for a fire. Which team will build their fire faster?

4. Dribbling a basketball with an object in hand;

In front of each team, at a distance of 2 m, there is a hoop in which pins are scattered according to the number of participants. At a distance of 7m there is a second hoop. Each participant needs to dribble the ball, take the pin, and transfer it to the second hoop. The basketball cannot be picked up.

The teams completed the task, and now let’s see if you know the types of fires and which one can quickly boil water . (card No. 2)

Well done, you completed this task too. In order not to go hungry, you all must be sharp shooters. Now we will compete in the accuracy and precision of throwing a basketball. Let me remind you that throws are performed with both hands, the legs are included in the work simultaneously with the straightening of the arms. After throwing, the hands should be relaxed and look down. Each team approaches the hoop and, after the signal, begins to take turns making shots into the hoop. Each team is responsible for counting their hits independently.

5. Throw a basketball into the hoop for 1 minute.

You have demonstrated good accuracy, which means you won’t go hungry. But in order to survive, you need not only food, but also water. What needs to be done with water so that it can be drunk if there is a stream, lake or pit nearby? (card No. 3 – water for autonomous survival)

As a rule, during autonomous survival, group members are sent in pairs to search for food, water, and scout the area. Now, we will look at the coherence of each team’s actions. You are asked to pass the ball in motion to one side from the chest, with the ball rebounding on the floor.

6. Pass the basketball in pairs from the chest and bounce on the floor.

And now each team will sort out edible mushrooms and berries. To survive, you need to know what you can collect in the forest. Get to your desks and start working. . (card No. 4)

During the time the teams were in an extreme situation, you learned to understand each other perfectly, now we will see how you, standing in a column, one after another, can quickly and correctly pass the basketball. The ball is passed in a wave: up, down.

7.Pass the basketball on the spot while standing in a column.

Final part.

- Summing up the theoretical part of the lesson. Teams exchange cards. Check the correctness of the assignments, count the points scored (correct answer 1 point)

- Summing up the practical part of the lesson, the best team is determined.

- Summing up the lesson, grading, homework.

Appendix No. 1.

Card No. 1. Choose the correct answers:

The reasons for forced autonomous existence in natural conditions are:

A) precipitation

B) accident of vehicles (cars, airplanes, river and sea transport)

B) loss of some food

D) loss of compass

D) loss of a group as a result of falling behind or not arriving at the gathering place on time

E) late registration of the group before going on the route

G) loss of orientation on the ground

H) a sharp drop in air temperature.

Card No. 2. Types of fires. Choose the correct answer.

A) What fire can you use to boil water?

1. “Nodya” 2. “taiga”

3. “well” 4. “hut”

B) Name which of the following fires are fires:

1. “hut” 2. “star”

3. “taiga” 4. “lattice”

Card number 3. Water for autonomous survival

A) A person’s need for water during moderate physical activity per day is:

1. more than 2 liters 2. 1.2 liters

3. 1.5 – 2 liters 4. Up to 2 liters

B) Indicate the simplest method of water disinfection in the field from those proposed below;

1. cleaning through a sand and cloth filter

2. cleaning through a filter made of sand, cotton wool and cloth

3. Boil water

4. adding potassium permanganate to the water

Card No. 4. Edible and inedible mushrooms and berries.

Mark edible mushrooms and berries (plus) and inedible ones (minus)

Right answers:

Task No. 1 . B, D, J.

Task No. 2.

B) 2, 3

Parkhomenko Yulia Valerievna

North Ossetia-Alania, Kalininsky village

MBOU OOSH Kalininsky village

Integrated lesson on physical education and life safety using ICT“Improving running from a high start. Consolidating students' knowledge of the basics survival and human actions in conditions of autonomous existence in nature.”

Physical training

6th grade

Target:

strengthening interdisciplinary connections between physical culture and life safety

open new prospects in the development of life safety and physical culture.

Tasks:

cultivate interest in participating in mass sports events;

strengthen children's confidence in their abilities and knowledge;

nurturing a love of sports and a healthy lifestyle.

Lesson type: improvement lesson

Location: gym

Inventory and equipment: projector, flags, balls, hoops, chips, pens, easel.

During the classes.

№ p/p

Lesson content

Time

Dosage

Organizational and methodological instructions

I

Introductory part

6 min

Construction, communication of tasks

1 min

The duty officer submits a report on the readiness of the class for the lesson

Outdoor switchgear in motion

Walking alternating with light running. While walking, roll from heel to toe, lifting your body higher (for 2–3 minutes).

I. p. - hands in front of the chest. 1 – 2 – two steps, double jerk with elbows back; 3–4 – two steps, arms to the sides, palms up, and a double jerk back with straight arms; 5–8–the same, but at the count of 7–8 hands up (repeat 4–6 times).

Walking with lunges, springy swaying of the torso, resting your hands on your knee. 1–2 - lunge with the right hand; 3–4 – left lunge moving in a circle (repeat 8–12 times).

I. p. – wide stance facing the center, arms to the sides. 1–3 - three spring inclinations - to the left leg, straight, to the right leg; 4 – straightening up, arms to the sides, turn around on the right; 5 – 8 – the same, starting the bends with the right leg and then turning on the left leg (repeat 6 – 8 times).

I. p. Support, sitting behind, legs bent, pelvis raised. Move in support with your feet forward 30–50 and make 2–3 stops to rest.

Walking with body turns to the left and right, free swinging movements of the arms in the direction of the turn (repeat 16–20 times).

I. p. - hands up - out. 1 – arms forward, swing the right leg forward until the toe touches the palm; 2 – right step, arms up, 3 – 4 – the same with the left foot (repeat 12–16 times).

Alternate jumps on the right and left legs, bending the swing leg forward and performing forward circular movements with the arms (3 – 4 series of 10 – 12 jumps, alternating them with walking.)

5 minutes

Watch your breathing.

Keep your distance

Pay attention to posture: the position of the head, back, shoulders, arms when performing general developmental exercises.

II

Main part.

Tell us about the progress of the competition. Two teams perform these tasks for speed and accuracy. The team that completes task 1 receives 1 point, the team with the most points wins.

Students perform all tasks from a high start, monitoring the correctness of completion.

1 relay race.

Students with a relay baton run to the chip (distance 15-20m), run around it, and return back. Passing the wand to the next one.

2 task . Presentation 3 slide

Students from both teams approach the projector and easels. The type of hike (one-day, multi-day) is drawn by lot. On the screen is a list of items needed for the trip. Each team must write down the necessities for the selected type of hike. Time is limited (1.5 min.)

3rd relay.

Students run to the first hoop, take the ball, put it in the second hoop, turn to the team, passing the baton to the next one.

4 task . Presentation 4 slide

Students from both teams approach the projector. By drawing lots, the type of orientation is chosen. Time for discussion is limited (1 minute). Accepting answers.

Presentation 5 slide.

Talk about local orientation. The teacher chooses any sign and assigns it to the team at his own discretion.

5th relay.

Students perform a shuttle run 6*6*9*9 m, passing the baton to the next one.

Task 6 . Presentation 6 slide

Students from both teams approach the projector and easel. On the screen are factors that prevent you from successfully coping with an extreme situation in nature. Students need to match the definitions with the names of the factors. Time for discussion is limited (2 minutes). Accepting answers.

7th relay.

Students with a relay race run around 4 pieces of chips. snake Passing the wand to the next one.

8 task . Presentation 7 slide

Students from both teams approach the projector and easel. Distress signal methods are shown on the screen. Students need to match the definitions to the signals. Time for discussion is limited (1 minute). Accepting answers.

9th relay.

Students run to the chip, run around it, come back and take the hand of the next student, the two of them run around the chip, return for the next one, etc. (distance 15m).

10 task . Presentation 8 slide

Students from both teams approach the projector.Types of fires. The teacher says the name of the fire; the student of the team, at the teacher’s choice, shows this fire.

32 min.

Ensure correctness

positioning of legs and arms at the start, while running.

Ensure that the baton is passed correctly.

Ensure correctness

positioning of legs and arms at the start, while running, performing a task.

Ensure correctness

Checking the correctness of the task.

Ensure correctness

positioning of legs and arms at the start, while running

Checking the correctness of the task.

When completing the task, do not separate your hands and everyone runs around the chips.

III

Final part

2 minutes

Construction, calculation of points received, summing up.

2 minutes

Mark the winning team, active students, give grades.

Literature:

Comprehensive program of physical education for students. IN AND. Lyakh, A.A. Zdanovich, grades 1-11. 1-11 grades. For teachers of general education institutions. 7th ed. – M.: Education, 2010.

Fundamentals of life safety, 6th grade, Smirnov A.T., Khrennikov B.O., 2012.