6. Help earthworms go home

Teaching objectives:

1. Establish the consciousness of caring for life and respecting nature; Have the consciousness of respecting the survival rights of other creatures, and initially establish the ethical concept of harmonious coexistence between human beings and animals.

2. Understand the living environment and habits of earthworms.

We can explore the living environment of earthworms through observation and experiment.

Teaching process:

First, online life.

Teacher: Students, another group of earthworms can't find their homes. Do you want to help them go home?

Health (anger): Yes.

Teacher: You all love children. Today, we will try to help earthworms go home. (blackboard writing topic)

Teacher: Why can't earthworms find their homes? What the hell is going on? Let's explore it! The courseware shows a schematic diagram of thousands of earthworms blocking the way.

Second, trace the source.

1. Observe the living environment of earthworms

Teacher: Where have you seen earthworms? What kind of environment might earthworms like?

Health: Earthworms like to live in the dark.

Health: Earthworms like to live in wet soil.

Teacher: What else do you know about earthworms? (Students exchange information collected before class in groups)

The teacher concluded: In fact, any living thing has its own specific environmental conditions suitable for its own survival. If human activities destroy this condition, the life of this creature will be threatened and even extinct. Therefore, we should firmly establish the consciousness of protecting creatures and cherishing life in the park, and all our activities should be carried out on the premise of protecting the environment. Respect for other creatures is respect for human beings themselves.

Third, environmental protection is in action.

1. Help the earthworm return to his home.

Teacher: Now, naturally, let's go back to the original question: How to help the lost earthworm return to its home?

(Group discussion with teachers)

Assign a student to each group to report the demonstration.

2. Establish a small animal protection association

Teacher: Due to the destruction and cruelty of human beings, some animals have become extinct and disappeared from the earth forever. We can only appreciate their lovely images through pictures. But some animals are extremely small and should be endangered. Everyone said, how should we protect our "good friends"?

Health: Stop those who kill animals.

Health: Punish them by law.

Fourth, the green extension line.

Teacher: Every association will hold a legal publicity on the protection of small animals. The president will report the date, scope and method of your activity (the content will be discussed and decided by the associations) to me, and the teacher will also participate. Then each association writes an activity reflection, reflecting and summarizing wholeheartedly. In addition, according to the living habits of small animals, we can use waste materials to design a home for our favorite small animals. After January, I evaluated the home designed by that classmate as novel and comfortable.

7. Birds in cages

Teaching objectives:

1. Students' awareness of caring for birds and protecting the ecological environment; Have the consciousness of respecting other creatures' right to exist, and initially establish the ethical concept of harmonious coexistence between man and animals.

2. Understand the reasons for human bird catching and the impact of human bird catching on the environment.

3. We can analyze the reasons why people catch birds through concrete examples in life; Can consciously protect birds, and can do a good job of publicity, influence others to consciously protect birds.

Teaching process:

First, online life.

(The courseware plays the animated dialogue of caged birds.)

Teacher: After listening to the inner monologues of these two birds, what do you have to say?

Teacher: I can see that everyone likes birds very much, loves birds very much and cares about birds very much. Birds are friends of human beings. We should protect birds. We all want birds to fly freely in the blue sky. However, due to various reasons, some disharmonious phenomena have appeared in society.

There are pictures in the courseware: the scene of buying and selling birds in the bird market, the pictures of birds being abused, and the birds on the table ...

Teacher: What are you thinking when you see these pictures?

Teacher's summary: Although birds in cages don't worry about eating and drinking, they will lose their viability if they stay in cages for a long time. Birds without freedom are unhappy. Just like us humans, if we are at home every day. Although you don't worry about eating and drinking, will you be happy without playmates and freedom? Birds are more suitable for living in nature, such as blue sky, white clouds and vast forests. Embracing nature is their best living environment.

Second, trace the source.

1. Study the reason why birds are kept in cages.

Teacher: Why don't people catch birds?

(Students discuss in groups)

Teacher: Which team reports first?

Teacher: People are greedy for money, and put birds in cages to watch or become Chinese food, which reduces the number of a large number of birds and even threatens extinction. Protecting birds is urgent!

2. Investigate the number of caged birds in the community to understand the environmental problems caused by bird catching.

Teacher: Before class, the students investigated how many caged birds there were in the community. Let's show your poor grades together.

According to the group survey records.

Analyze the data to understand the harm of human beings to birds.

Third, environmental protection is in action.

Teacher: In order to protect birds and maintain the natural ecological balance, China stipulates that the week from April to early May every year is Bird Love Week. Bird-loving Week in Shandong Province is from April 23rd to 29th every year.

Teacher: Now that Bird Love Week is coming, how can we better carry out the "Bird Love Week" activities? Let's design the activity plan in groups.

2. Show the activity plan of each group design.

Teacher: The students have good ideas. How to divide the work and carry out activities? You can discuss it in the group and write down your own implementation plan.

Fourth, the green extension line.

(showing pictures)

Teacher: What do you think we should do with these birds through this lesson?

Health: release the bird and let it return to nature.

Teacher: Yes, let good friends return to their nature. I believe that with the joint efforts of everyone, more people will realize that birds are friends of human beings. Protecting birds and protecting the environment is the obligation of each of us and our unshirkable responsibility.

8. The "crying" sound of the little tree

Teaching objectives:

1. Understand the harm of wanton felling of trees to the environment and its impact on our lives, and improve students' awareness of caring for trees and protecting the environment.

2. Know how to protect trees and know the common trees around you; We should know that the natural environment provides human beings with living space and resources.

3. Actively publicize the knowledge of protecting trees and protecting the environment in hometown; Cultivate students' ability to investigate and collect data.

Teaching process:

First, online life.

The courseware shows the words and pictures of "The cypress will be built after being killed".

Teacher: Please look at the big screen and talk about your feelings after reading it.

(Students read the material "Make a cypress even if you are killed")

Teacher: Tell me what you think.

Teacher: Have you investigated the phenomenon of destroying trees?

Health: I found many people pulling ropes and drying clothes on trees for their own convenience. bask in the quilt crushed young trees alive.

Teacher: The students made a detailed investigation. So what will the destruction of trees bring us?

Health: I know that deforestation not only destroys forests, but also causes soil erosion, but sandstorms are getting worse and worse.

Teacher: You know so much! Destroying trees leads to the imbalance of ecological environment and brings great harm to people. If it goes on year after year, our beautiful home will no longer exist.

Second, trace the source.

Teacher: We are deeply moved to see the destroyed trees and the disappearing forests. We plant trees every year. Why are there no trees every year?

(Group discussion and communication)

Teacher: Which group communicates first?

Teacher: It is man-made destruction and the influence of natural conditions that cause us to plant trees every year but we can't see them.

Third, environmental protection is in action.

1. How to ensure the survival of saplings

Teacher: What can we do while regretting the disappearance of these trees?

Health: We can plant many kinds of trees on Arbor Day. Teacher: What do you know from the reading materials?

2. adopt the young trees around you.

Teacher: We are aware of the importance of trees and know many ways to protect them. Let's take action and adopt a small tree around us, shall we?

Health: Good!

Teacher: Who will take care of and persist after adoption?

Health: I think when someone destroys it, we should not only stop it, but also tell him the truth.

Teacher: With this knowledge, students will take good care of their young trees. I hope the students will act quickly and adopt a small tree!

Four: green extension line

Teacher: I'm sure the students have learned a lot through this class. Trees can adjust the climate, purify the air, prevent wind and reduce noise, and are the best friends of mankind. After the teacher saw a tree, we formed a tree protection team in groups and launched the "I love my family" tree protection action to make our hometown more beautiful.

Teaching plan of environmental education in grade three (part two)

9. Whose home is this tree?

Teaching objectives:

1, realize that people and animals should live in harmony, enhance the awareness of protecting animals and inspire students to love nature, which is the emotion of animals; Cherish biodiversity and respect all life and its living environment.

2, know the food web between creatures, understand the relationship between creatures.

3. Being able to carry out field investigation and information retrieval activities; Will collect information, organize and analyze.

Teaching process:

First, online life.

Teacher: I have a riddle. Students guess what kind of animal this is. A sharp-tongued doctor makes house calls in the Woods every day. Listening quietly is really hard. You need an operation to raise your head.

Health: (Qi) Woodpecker.

Teacher: Do you know where the woodpecker's home is?

Health: In the tree.

Teacher: Whose home is in the tree except the woodpecker? Today we are going to learn whose home is a tree.

(Title on the blackboard-Whose home is the tree?)

Teacher: Let a classmate read the information and think about it: What do you think after reading this article?

The teacher concluded: Yes, we should protect birds, and more importantly, we should protect their home-trees. So, besides birds, which animals are the big trees home?

Second, trace the source.

1. Study the animals living in trees and under trees.

Teacher: Students, do you know which animals live in trees and which animals live under them? Before class, we have been assigned the task of observing animals living in trees and under trees, and collecting information in this regard. Now we are sorting out the communication in groups, and comparing the information introduced by that group is getting better and better.

Courseware display cooperation requirements:

(communicate in groups and choose the content of the report. )

Third, environmental protection is in action.

Teacher: Animals are our friends. How should we protect the animals around us? (Showing pictures) Let's take a look at these practices first. Tell me what you think.

Communicate in groups and then report to the class. )

Teacher: Animals, our friends, how should we protect animals? (showing pictures)

Let's take a look at these practices. Tell me what you think.

Communicate in groups and then report to the class. )

10. Whose home is the pond?

Teaching objectives:

1. Feel the connection between creatures in the pond community, realize that man and nature should live in harmony, and stimulate students' awareness of environmental protection; Cherish biodiversity and respect all life and its living environment.

2. Know the harm of production and domestic sewage to the environment, and do not discharge domestic sewage casually; Understand the food web between creatures in the pond.

3. Understand the ecological situation of the pond through field investigation and data collection.

Teaching process:

First, online life.

Teacher: Students, today the teacher brought an example of "dead fish in a pond". Would you please look at these materials and pictures?

Show the message that "all the fish in the pond died overnight, and the fish farmers want to cry without tears", with pictures of dead fish in the pond. )

Teacher: What do you think after seeing the above example?

Teacher: Everyone's ideas are good. They are all little guardians of the environment. All kinds of creatures live in the pond. Who are they? Today we will learn whose home the pond is.

(Title on the blackboard-Whose home is the pond)

Second, trace the source.

1. Learn about the animals and plants in the pond.

Teacher: We just read one piece of information about the pond, and then read another piece of information to carefully observe which animals are in the pond. What is the quantity? Where are their activities?

Show the courseware and fill in the record form. )

2. Describe the food web of pond creatures.

Teacher: Is there any connection between these animals and plants? What is their food web like? Look and say in groups.

Group communication, class report. )

Teacher: Can you answer the teacher's question now?

Health: Both are indispensable. Every link in the food web is very important.

Teacher: Yes, everything is very important. No matter which one is missing, the ecology will be destroyed and the living environment will be seriously affected.

Third, environmental protection is in action.

Teacher: Before class, let everyone go to the nearby ponds, rivers, artificial lakes and other places for field trips accompanied by their parents. Now, share your findings.

1. Communicate and sort out the results of the pre-class survey in the group.

Teacher: Now let's go and see the ecological situation of the surrounding ponds!

2. Design an ecological fish tank

Fourth, the green extension line.

Teacher: Students, through the study of this class, we have learned a lot about the relationship between many creatures and the ecological fish tank, and jointly formulated measures to protect the creatures in the pond, hoping to protect our biological friends when spring comes.

1 1. How long can a piece of clothing last?

Teaching objectives:

1. Know people's dependence on the environment and reflect on the impact of personal life on the environment; Conscious of citizens' obligation to protect the environment; Understand that thrift is an important measure to protect the environment and advocate a natural and simple life.

2. Analyze the impact of wasting resources on individuals, families, schools and communities; Understand the main ways and means for citizens to participate in environmental protection.

3. Identify the phenomena that waste resources and other behaviors will cause environmental damage; Express your views on the problem of wasting resources and causing environmental damage, and communicate and cooperate effectively with others.

Teaching process:

I. Online life

Courseware display materials: a wardrobe full of things.

Teacher: Now that life is good, everyone has a lot of clothes, and every family buys new clothes every season. As a result, some clothes have not been worn for one season, but they have to be packed for the next year. Many people are helpless about clothes they don't want to wear or throw away. Have you ever seen a similar phenomenon in your life?

(Students talk about feelings. )

Teacher: How to deal with these old clothes scientifically?

Students discuss, analyze and communicate, and the teacher randomly writes down the topic "How long does a dress last?" . )

Second, trace the source.

1. Explore the fabric of your clothes.

Teacher: What cloth are we wearing? Let's talk about our investigation first.

(Students take out the questionnaire "Investigating Clothing Fabrics" completed before class)

Students discuss and communicate in groups: Is one made of eternal life fabric?

Know the origin of clothes

Teacher: All the year round, people can't live without clothes. Now, please look at each other and put them on.

Clothes, the same? What is the difference?

(Students answer according to the actual situation)

Yes, the clothes we wear are different in style, color and texture. So, do you know what processes are needed to make a dress?

3. Investigate how long a piece of clothing has been worn.

(1) Please take out the questionnaire "How long does a piece of clothing last". What did you find in the investigation? Students discuss and exchange their findings and feelings in the investigation.

(2) Exchange and discussion: How to choose clothes reasonably? How to avoid clothes waste?

(3) comparison: whose clothes have been worn for a long time.

(4) Teacher's summary: Although exquisite clothes decorate our lives, they consume a lot of manpower and material resources in the production process, which also causes certain pollution to the environment, so we should choose clothes reasonably.

Third, environmental protection is in action.

Teacher: How to make rational use of old clothes?

Students exchange information and discuss communication before class. )

Fourth, the green extension line.

Teacher: In the past, when students were in the first grade, most of the new school uniforms no longer fit, so they should be crushed to the end. And it takes an average of 40~50 yuan to buy a school uniform. In this case, buying a new school uniform will cause different degrees of waste. What do you think of this?

(Students discuss and communicate)

12. Talk with a pencil

Activity objectives:

1. Know people's dependence on the environment and reflect on the influence of personal life on the surrounding environment; I realized that I should consciously avoid waste, practise economy and influence others in my life.

2. Understand that our daily necessities and school supplies come directly or indirectly from nature, know that waste will pollute the environment and plant a natural and simple life.

3. Express your opinions around the environment caused by pencils. And can communicate effectively with others; Can actively participate in environmental education practice activities, enhance the understanding of environmental problems, and initially cultivate the ability to analyze and solve environmental problems.

Teaching process:

First, online life.

1. Play courseware information 1: Seeing that the new semester starts, stationery stores are selling well; In the classroom, the teacher was carrying a big bag of pencils, but no one claimed them.

2. Play courseware information 2: cartoon pencil food sigh: I am an ordinary pencil, and there will be the second half in a few minutes. I was thrown into the garbage by my master. Such a waste is really sad.

3. Guide students to discuss and stimulate students' resonance, thus introducing new lessons.

Second, trace the source.

1. Production technology and characteristics of pencils

Teacher: Pencils get along with us day and night. What do you know about pencils?

Teacher: The manufacturing process of pencil includes: selecting base material, cutting into narrow strips, waxing, coloring, grooving, refilling, plywood and post-processing. The earliest pencil was round, which was easy to roll on the table and break when it fell to the ground, so someone invented a hexagonal pencil to make it difficult to roll.

Teacher-student summary: a small pencil is really hard to come by!

2. Investigate the waste of stationery in life.

Teacher: Yesterday, the teacher asked everyone to do a simple survey. Which team will report?

(The teacher shows his certificate)

Teacher-student summary: We should save pencils, which means saving trees, saving resources and protecting the environment.

Third, environmental protection is in action.

1. Saving begins with a pencil.

Teacher: Let's learn the "best pencil".

2. Smart ways to save money

Teacher: Do you have any clever ways to save money?

Health: I think we can add a body to the pencil. The pencil is too short to hold, so I'll put a pen cover on it so that it can be used.

Teacher: Is that right? (Show the courseware) This is a good method.

Teacher: Let's also publicize it:

Although the pencil is a small object, it is unambiguous to protect the environment.

Newspaper pencils are really good, and the number of sharpening is greatly reduced.

Everyone will protect the environment and save energy!

Teacher's summary: Through the exchange of energy-saving ideas just now, we found that as long as we have environmental awareness and love to use our brains, there will be new ideas for innovation and energy saving.

Fourth, the green extension line.

After class, please make a plan to save pencils and use them sparingly as planned.

13. Leftovers on the table

Activity objectives:

1, realize that we should consciously avoid waste and practice economy in life; Pay attention to the environmental problems in eating habits, actively participate in environmental education and publicity activities, and be a citizen with social responsibility.

2. Understand the environmental problems related to diet; Waste food directly will pollute the environment.

3. Be able to dialectically understand the impact of daily life style on the environment; Can correctly understand the impact of resource waste on the environment.

Teaching process:

I. Online life

1. Create a scene, analyze the disadvantages of traditional eating habits, and understand the dining system.

Teacher: How do parents treat or attend banquets?

Health: There is a big table full of food, and everyone eats it together.

Teacher: Buffet is an independent dining system. Let's learn about the dining system. The waste is quite serious.

Students are free to talk about expensive meals.

In this lesson, let's learn about the leftovers on the table! (Teacher's blackboard writing topic)

Two. Trace the source

1. Explore the source of things

The courseware shows the video materials of farmers harvesting grain and raising poultry. )

Teacher: Students, according to the video just now and your own life experience, how do you think the food we eat came from?

(Students discuss the collected information before class)

2. Investigate the waste on the dining table.

(1) Why are there leftovers?

Teacher: Please take out the investigation report before class. What did you find in the investigation?

Students report the survey results in groups. Other students put forward appropriate questions and comments according to the report. )

(2) Say goodbye to waste.

Teacher: What do you think of this food waste? What should we do?

Health: I think this kind of waste is wrong, because I know that grain is the fruit of the hard work of farmers' uncles and aunts, so we should cherish it.

Third, environmental protection is in action.

1. How to make sure there is no food left?

Teacher: At present, most of you have realized the serious consequences of waste, so most of you have taken action and started scientific catering. Do you know what scientific catering is?

Health: Order reasonably.

2. What about the leftovers?

Teacher: What do you think is appropriate if there is any surplus food?

Fourth, the green extension line.

Teacher: If there are a lot of leftovers to throw away, how can we make use of them? Many times people use them to feed pigs. In fact, there is another method, that is, "composting food waste". Do you know how many steps it takes to compost?

The courseware shows the steps of composting kitchen waste, and the students exchange and discuss. )

Five, class summary, sublimation of understanding

Teacher: What did you learn from this class?

14. Don't "cry" at the faucet.

Activity objectives:

1. Understand people's dependence on water and reflect on the influence of personal life on water resources; Develop the habit of saving water, actively carry out publicity activities of saving water, and be a citizen with social responsibility.

2. Know that wasting water resources will cause damage to the environment; Understand the global water shortage problem faced by human beings and analyze the impact of fresh water shortage on individuals, families, schools and communities.

3. Correctly understand that economic development requires rational utilization of water resources and coordination with the ecological environment; Put forward the ways and methods of saving water.

Teaching process:

First, communicate online and learn about' water saving'.

Set up a water-saving topic on the school website, and students will provide the collected water-saving related information to this column, and encourage students to express their opinions online in combination with the water consumption observed in daily life, thus forming an atmosphere of paying attention to' water saving'.

Second, multi-party investigation and information collection.

The team leader arranged for the members of this group to investigate the water price, the monthly water consumption of their homes, schools or other units, and the number of faucets, and recorded the survey results in the table below.

Third, begin to measure, calculate and speculate.

1. On the basis of personal observation, the group exchanged "the phenomenon of wasting water resources in daily life", and selected the phenomena of wasting water resources around them to measure, such as the running water of the faucet running for a long time and the dripping water of the leaking faucet.

(1) The group discussed the measurement method and designed the measurement scheme.

(2) The selected measurement items of each group arrive at the measurement site and cooperate with each other. In order to make the measured data more reliable, it should be measured at least three times and then averaged.

2. According to the measured data, solve some practical problems. It's a pity to know how much water is wasted in China and Russia.

3. Communicate again, evaluate experience and sublimate understanding.

(1) The gains after class exchange group activities. Thematic discussion: Who is inexhaustible?

Teachers can provide students with some materials such as "China is a country short of water resources" and "some water-saving measures adopted by China at present". )

(2) Group mutual evaluation, mainly from the aspects of quality, harvest, etc. to evaluate activities, and to encourage teachers to evaluate.

Fourth, a series of activities, everyone "saves water"

Students can choose to participate in a practical activity and show their achievements online at any time. Carry out the collection of "water saving" golden ideas

15. Use of primary electricity

moving target

1. Understand the rights and obligations of citizens to protect the environment, consciously form the habit of saving electricity, actively participate in the publicity activities of saving electricity, and be a citizen with social responsibility.

2. Until the energy is reasonably utilized and coordinated with the ecological environment; Knowing that wasting electricity will aggravate the damage to the environment, we should save electricity.

3. Critically think that global energy shortage involves environmental problems; Reflect on the waste behavior in the process of electricity consumption, and analyze and compare various solutions.

Teaching process:

First, online life.

(Show pictures of wasting electricity in life)

Teacher: Have you ever seen such a situation in your life?

Health: Yes.

Teacher: How do you feel when you see this situation?

Teacher: Actually, in life, we will waste a lot of electricity inadvertently. It's useful to laugh for a while. In this Czech Republic, let's see what primary electricity is used for. (blackboard writing topic)

Second, trace the source.

1. The purpose of one degree of electricity

Group discussion and exchange: What do you think is the purpose of primary electricity?

Reporting and communication:

Teacher: How do you feel when you see these materials about primary electricity consumption? What are you going to say?

Health: I didn't expect to use so much electricity.

Health: The motivation was really good.

Health: I think we should save every kilowatt hour.

Teacher: Think about it. How much can we do if everyone in our class saves electricity once a month?

Third, environmental protection is in action.

Teacher: Is there any waste of electricity in life?

Health: Sometimes all the lights in my house are turned on, but not all of them are used.

Health: Sometimes people turn off the TV without watching it.

Health: Sometimes the lights are turned on before dark. ……

The teacher concluded: In fact, as long as we pay attention in our life, we will save a lot of energy. Moreover, it is important not only to save energy, but also to protect the environment, so that human beings can better live on the earth. Let's join hands and work together for our planet! Do you have anything to say at the end of this class? What have you gained?

Fourth, the green extension line.

Investigate the electricity consumption in schools and put forward suggestions for improvement.

16. Speech package

Activity objectives:

1. Oppose transitional packaging and advocate green packaging; Advocate a simple life and be a citizen with social responsibility.

2. Understand the function of packaging; Guiding transitional packaging will increase the economic burden of consumers, waste resources and pollute the environment.

3. Can consciously avoid environmental pollution caused by over-packaging, and put forward personal opinions on over-packaging.

Teaching process:

First of all, stimulate interest and understand packaging knowledge.

Teacher: Students, do you like watching cartoons? Today, er, the teacher brought a nice cartoon to everyone, but after reading the cartoon once, the teacher asked a little question to see who listened carefully and could answer the teacher's little question. Courseware demonstration: Play the cartoon "Buy a Gift and Return the Pearl". )

Teacher: What did the jewelry store owner think of when business was bad?

Health: He packed the jewels.

Teacher: Yes, my wife packed her jewelry and soon found a buyer. It seems that this package is really learned. Today we will talk about the topic of packaging.

Teacher: packaging is inseparable from our life, so students must have a deep understanding. Before class, the teacher arranged for everyone to do a small survey of commodity packaging on weekends. Let's exchange your findings.

Students communicate in groups.

Second, understand the transition packaging and its harm, and advocate green packaging

Teacher: Today, the teacher also prepared two different packages of goods. Want to see it? Let's play a guessing game.

Teacher: (The teacher shows the paperback pen) This is a pen. Let's guess how much it is worth.

Teacher: This pen 16.8 yuan. I still have a pen here. Let me take it out slowly. Remove the plastic packaging, it has a layer of packaging, it is a box. Open the box, it has a layer of packaging, open this layer of packaging, we will find that it has a layer of packaging. Opening the last package, we finally saw the pen. Did you find that this pen is exactly the same as the paperback pen just now? Can you guess how much this pen is worth?

Teacher: The price of this pen is 68 yuan! (Surprised) The prices of two identical pens are so different. Where did the extra money go?

Health: packaging.

Teacher: There must be a degree in everything. Exceeding this degree is excessive. Just like this pen, the price of its packaging material has far exceeded its own value, which is over-packaging.

(blackboard writing: over-packaged)

Teacher: What's your opinion on the over-packaging of goods, combining the phenomenon of over-packaging and the phenomenon of sky-high moon cakes that students just exchanged? Students discuss in groups and express their opinions. )

Health: Overpackaging wastes money.

Teacher: Simple, cheap, economical, recyclable and waste-reducing packaging like this is called green packaging.

(blackboard writing: green packaging)

Teacher: From the communication just now, the teacher can see that each of you is an expert in saving money. But advocating green packaging is not just a personal matter. The teacher wants to ask you a favor to make more people realize the harm of over-packaging and advocate green packaging. Let's get a pen, give some advice to people around us or to commodity manufacturers, come up with a small idea, and unload what you want to say in the column "My Small Initiative". Come on, let's write!

Students write small initiatives.

Small initiative of class communication.

Third, the magical use of the packaging box

Teacher: It's a pity to throw away these beautiful packages. Can we make them work? Do you have any clever tricks?

Student exchange: you can make small crafts.

Teacher: You can also try to do it yourself. Remember: as long as you are willing to use your head, waste can also become treasure!

Fourth, class summary.

Through the study of this lesson, we understand the harm of over-packaging. As a small consumer, you must buy green packaged goods.