In the article, based on the analysis of theoretical literature, the operational-activity component of the readiness of future teachers of natural sciences to organize the safe life of high school students is described. It was found out that the operational-activity component of the readiness of future teachers of natural sciences to organize the safe life of high school students reflects the most significant groups of future teachers of natural sciences, which are necessary for a successful process of organization of safe living of pupils: prognostic, organizational, communicative, gnostic, research and designing ones. It is determined that the operational-activity component of the future teachers' readiness for the organization of safe life activities of high school students implies the ability to acquire, supplement and expand knowledge, organize their activities and students in accordance with the goals of the educational process and safe life, health and learning. saving technologies, and it is advisable to apply them; ability to develop one's own culture of personal and personal safety; ability to organize interpersonal interaction; ability to build educational dialogue, to coordinate actions of its participants; to stimulate students' activity, initiative, to maintain in them a steady interest in the rules of safe behavior; ability to choose the best teaching methods and techniques, forms of work, select, dispense, and constructively build educational material that promotes a healthy lifestyle and safety of life; to design goals and objectives of educational and educational work; ability to develop a system of organizing the safe functioning of high school students. We see the prospects for further research in revealing the essence of other components of the willingness of future science teachers to organize the safe functioning of high school students.