Teaching objectives of environmental education lesson plan 1;
1, initially know how to care for your learning environment and learn simple ways to clean the environment.
2. Feel the fun of participating in the activities of creating a clean and beautiful classroom, and develop good hygiene habits from me.
Teaching emphasis: know how to care for your own learning environment and learn simple ways to clean the environment.
Difficulties in teaching: developing good hygiene habits starts with me.
Instructional design:
Activity 1: Organize students to discuss and communicate.
1. What is a clean and beautiful classroom?
2. Is our classroom neat and beautiful? Why?
3. How to make the classroom cleaner and more beautiful? Why?
Let students care about their own learning environment, and put forward what we can do specifically, with the focus on how to do a good job of students' daily duty.
Activity 2: lead students to visit other classes, broaden their horizons through activities and inspire them to create a good classroom environment.
Activity 3: Group discussion
1. What can I do to keep the environment clean and tidy?
Show some pictures, compare them and talk about what you have done. Students who have done it will send a five-pointed star to show their encouragement.
2. What if I haven't done it yet?
Guide students to understand that creating a clean and beautiful classroom environment requires everyone's joint efforts, starting from me and starting from small things.
Activity 4: Practical Action
The teacher instructed the students how to clean the classroom.
Teaching objectives of environmental education lesson plan 2;
1. Let students understand the role of the sun, the fourth grade last semester environmental education teaching plan.
2. Let students know the relationship between the sun and human beings.
3. Let students understand the importance of protecting the environment.
Teaching emphasis: the role of the sun and its relationship with human beings.
Teaching difficulty: the role of the sun
First of all, introduce.
1. Show pictures about using the sun.
2. Talk: What ideas and questions do students have by watching the slides?
3. After students ask questions, guide students to discuss and answer by themselves.
Students should be guided and encouraged when they put forward their own ideas. )
4. Narrator: The sun gives us sunshine, so plants can carry out photosynthesis and provide necessary oxygen for human beings; The sun gives us heat, otherwise the earth may be a hockey puck. Nowadays, as a kind of clean energy, solar energy has been applied to all aspects of life.
(blackboard title: the sun is the source of all things)
Second, learn new lessons.
1. Please observe the following questions:
What would the earth be like without the sun?
Express your views in various forms.
2. Observe the difference between the two plants in the sun and indoors.
Teachers and students talk about communication together.
voice/air/express/vent one's views freely
In the two crises of decreasing recoverable oil and deteriorating ecological environment,
Under the attack, the utilization of solar energy has been paid more and more attention.
Be a modern engineer and expand your imagination. Tell me about it. What do you want to develop most?
What are the new uses of solar energy?
Three. abstract
What is the use of the sun in our daily life?
Fourth, assign homework-do a survey.
Visit your neighborhood and investigate the proportion of solar water heaters, electric water heaters and gas water heaters.
Analyze the advantages and disadvantages of different types of water heaters.
Environmental Education Teaching Plan Part III 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. This is encouraging us to live a simple life! (Simple life on the blackboard)
Blackboard design:
16. Speaking of packaging
Overpackaging: complex, expensive and exquisite
Green packaging: simple, cheap, economical and recyclable.
Turning waste into treasure: making small crafts
Simple life
The fourth chapter of environmental education teaching plan aims at activities:
1. Through activities, students can learn about the hazards of garbage and enhance their awareness of environmental protection.
2. Develop students' innovative and imaginative abilities by writing garbage disposal plans.
3. Enhance students' practical ability and awareness of participating in social life through activities.
Activity preparation:
1, let students observe the surrounding environment, talk about the changes of the environment, and understand how people deal with garbage in today's society.
2. The teacher collects relevant pictures, data, written materials and videos.
Preparation before class:
1, display board for teachers, photos and written materials (paste)
2. Pictures, words, double-sided tape and pens of the earth.
3. Students' research plan and publicity draft.
Activity flow:
First, calculation import: calculation.
"Today, the teacher will have a research class with you. Before class, the teacher wants to test everyone on the topic of debut. How's it going?
1, display topic:
A city has about 180000 households. If every household produces 1 kg of garbage every day, how much garbage will there be in this city in 1 day?
How much garbage will be produced every month if it is calculated in 30 days?
If the year is 365 days, how much garbage will this city produce every year?
2. Students calculate and the teacher writes on the blackboard.
Day180000kg180t
5.4 million kilograms and 5,400 tons per month.
65.7 million kilograms and 65,700 tons/year.
3. "Do you have anything to say after reading the above data?"
4. Show pictures of the earth, tell the current situation of global garbage, and post the effect of garbage coverage. "Today, the teacher will study the problem of garbage with you. This problem is a world-class problem. Do you have the confidence to challenge this question? "
Second, talk about it.
"We will conduct research from a city we are familiar with. Next, let's take a look at the garbage generated by a city from the video! "
1, students watch the video.
2. "Do you have anything to say after watching the video just now?"
3. "A city strives for a provincial civilized city. Can we let these rubbish flood the streets and affect the image of a city? Can you give some advice to the uncles and aunts of the Environmental Protection Bureau to help them think about how to deal with the garbage that has been generated? Can you accept it? "
Three. Research scheme: (writing)
1, student research, teacher tour guidance.
2, the whole class exchanges, the teacher asks questions.
Exchange suggestions:
(1), other groups in the report, students should be a civilized audience. If you have different opinions or members of the same group want to add, please wait for this classmate to finish his report.
(2) If the plan of your group is the same or similar to that of the previous group, then you don't need to repeat it.
3, random supplement:
In daily life, people are used to dividing garbage into three categories:
Organic garbage: also known as wet garbage, non-recyclable garbage or after-dinner garbage. Including: melon and fruit skins, vegetable skins, spoiled food, leftovers, etc.
Inorganic garbage: also known as dry garbage, recyclable garbage or renewable garbage. Including: waste paper, waste metal, waste plastic, waste glass, waste fabric (cloth) and so on.
Third, hazardous waste:
Also known as hazardous waste. Including: waste batteries, expired drugs, mercury thermometers, waste paint barrels, etc.
The State Environmental Protection Administration of China recently announced the national action plan for urban garbage disposal. According to this plan, in the future, China's urban garbage will be landfilled, and the gas generated by landfill will be collected to generate electricity.
Fourth, connect with reality: (Say)
"Let's applaud the students' creative schemes. If it is not adopted internationally, you can also apply for a patent! In addition to coming up with these methods to deal with garbage for the uncles and aunts of the Environmental Protection Bureau, what else should we pay attention to in our daily life? "
1. Students talk about their ideas.
2. Teacher evaluation.
Verb (abbreviation of verb) activity extension: (try it) [machinery]
"Just now, our classmates showed their determination. But the students in our class alone have limited strength after all. As the saying goes, when people gather firewood, the flames are high. Let's think about it. What methods can we use to make all the students and citizens of the whole society participate in the action of protecting the environment and reducing garbage? (Publicity) How do you want to promote it? (Name) Next, the teacher asked everyone to exert their collective wisdom and write down what they want to publicize, okay? "
Summary of intransitive verb activities
(omitted)
Teaching objectives of environmental education lesson plan 5;
1. Let students know about world resources and environmental problems.
2. Let students know the impact of bad diet on the environment.
3. Make students form a good habit of thrift.
Teaching emphasis: the influence of bad diet on the environment
Difficulties in teaching: Develop a good habit of frugality and environmental protection.
Instructional design:
First of all, introduce.
Now and in the future, human beings all over the world are facing the threat of resource and environmental problems such as lack of resources, river pollution, air turbidity and mountains of garbage. In fact, in real life, as long as we pay a little attention, we will develop some good environmental habits. Perhaps environmental habits can start from the dining table, and we can use "eating" to convey our love for the earth.
(blackboard writing topic: diet and environmental protection)
Second, learn new lessons.
There is a saying in China that "food is the most important thing for the people, and food safety is the first priority", which shows the importance of food to human beings.
Students think about it:
1. Do you usually pay attention to saving food?
2. Do you waste food around you?
Teachers and students talk about communication together.
voice/air/express/vent one's views freely
From 65438 to 0998, China promulgated the "China Residents' Balanced Diet Nutrition Pagoda" for the first time, which provided a guide for rational food selection.
Think about it:
What does "China Residents' Balanced Diet Nutrition Pagoda" tell us?
How do you arrange your diet? Do you think it's reasonable?
What else needs to be improved?
Three. abstract
In order to protect the environment, we should eat pollution-free, safe and high-quality nutritious food marked by green food.
Environmental Education Teaching Plan Chapter 6 Unit 1
1, the maple leaves are red.
Teaching objective: To understand the impact of climate change on human activities and plants.
Ability goal: can recite 24 solar terms songs.
Preparation before class: maple leaf, wheat, thermometer
Teaching emphasis and difficulty: Climate change is of great significance to agricultural production.
Teaching process:
(1) Question: Why do maple leaves turn red?
(2) Show Maple Leaves: Maple leaves all over the mountains are dyed red all autumn, and maple leaves are lit up with life and enthusiasm.
Autumn!
(3) Collect agricultural proverbs: Before and after Qingming, plant melons and beans. The white dew is early, the cold dew is late, and the autumnal equinox is the time to plant wheat.
etc
(4) Reciting Twenty-four solar term song.
(5) We not only rely on natural climate for agricultural production, but also have to cope with severe weather such as drought and frost.
Gas measurement.
Summary: Climate change is of great significance to agricultural production.
After-school survey:
Name, sowing time (solar terms) and harvesting time (solar terms)
wheat
cotton
corn
soybean
Chinese cabbage
2. geese fly south
Teaching objective: To understand the impact of climate change on animals.
Preparation before class: Draw a picture of geese flying south.
Emphasis and difficulty in teaching: the reason why geese fly south
Teaching process:
(1) Show students' pictures (praise students)
(2) Why do animals leave their homes? Students discuss (related to temperature, food, etc. )
(C) to create a warm home for animals
(4) I have known the local animal species for 20 years. What is missing now? What is the reason? (students ask.
Open)