What can we do for the earth?

Lin Yanyan Wenfeng Primary School Teaching Objective: 1. Knowledge and skills: understand some environmental problems in my hometown and around me, and realize that some of my consumption behaviors will have a negative impact on the environment. 2. Process and method: use the knowledge learned in classroom teaching to guide life, learn to save and use resources in life, and reduce resource waste. 3. Emotional attitude and values: establish a certain sense of environmental protection and social responsibility, and actively participate in environmental protection activities within your power. Teaching emphasis: to understand some environmental problems in my hometown and around me. Teaching difficulties: learn to save resources in life and reduce resource waste. Teaching methods: discussion, story and inquiry. Teaching preparation: students prepare investigation materials, and teachers prepare story materials and cards. Teaching time: 4 class hours Teaching process: the first class hour 1. Introduction 1. Students, environmental quality has become a hot issue that people pay more and more attention to, because it directly affects our lives. Conversely, our life will also affect the quality of the environment. So, what can we do for the earth? Second, teaching activities Activity 1: Our living and resource environment 1. Before class, instruct students to investigate the resource consumption at home according to the teaching materials. The unit of measurement of the survey resource type can be determined according to the local actual situation. 2. In class, let the students count their own survey results in the group first, then let the group leaders write the statistical results on the blackboard, and finally the teacher summarizes the results of the whole class and calculates an average value to make the students think. What can you find from the statistical results? According to the results we have just calculated, how many resources will the student house consume in a month? What about a year? 3. Take some common consumer goods in students' daily life as an example to think about the impact of resource consumption on resources and environment. Taking paper as an example, it can guide students to think: What resources are needed for the production of paper? What wastes will be discharged during papermaking? 4。 The teacher looked up the story of the poem "Going Away" in the "database" and selected some contents to read aloud to the students. Guiding ideology: Did the wastewater "leaving" the town just disappear? What will happen to the wastewater? On this basis, students can be guided to discuss the three questions raised in the textbook in combination with their own reality. What impact will our daily resource consumption have on the earth? Where did these resources go after being used? What impact will they have on the earth's environment? 5. The teacher summed it up. Realize that our life not only consumes natural resources, but also affects and destroys resources and the environment in the process of consuming resources. Third, the summary of this lesson: communication between teachers and students. Introduction: Due to deforestation, soil erosion is becoming more and more serious, and there is less and less green on the earth. Teaching activities: Activity 2: Keep nature green 1. Teachers can prepare photos related to soil erosion and desertification in China, and guide students to briefly review what they have learned before, so that they have a strong desire to keep nature green. 2. According to what you have learned before, organize students to discuss and exchange the following questions: (1) Do you know what kind of human behavior will cause soil erosion and desertification? How to reduce and avoid these behaviors? (2) As a consumer, how do you protect the green of the earth in your life? (3) Besides, what other positive measures can you take to contribute to the greening of the motherland? 3. In the process of students' discussion and exchange, the teacher can introduce China's large-scale ecological environment protection activity-"Mother River Protection Action", and briefly introduce its three projects: Mother River Protection Project, Mother River Protection Action Week (Day) and Mother River Protection Fund. 4. List the measures that students come up with on the blackboard, and let students classify these measures according to their actual situation and the difficulty of implementation: what can be done at any time, what can be done in the near future, what can be done in the future and what is difficult to do, and make a plan for themselves. Third, the summary of this lesson: communication between teachers and students. Introduction: Water is the source of life, and our life cannot be separated from water. There is an increasing demand for water now. Teaching activities: Activity 3: Building a water-saving society 1. Before class, let the students design a questionnaire and make an investigation according to the questions in the textbook and combined with real life. Ask them which of the following types of people around them roughly belong to? (1) I pay the water fee as much as I use. This is my own business, no one else can control it. (2) Water the flowers with the water in the fish tank and flush the toilet with the water for washing clothes, but I just don't want to change the more expensive faucet. (3) Water cut-off is the most intolerable, but I think water saving is mainly in public places. I don't know how much the water fee is a ton, but I can afford it anyway. (5) Saving water is the responsibility of every citizen, and saving water will not affect the quality of life. 2 can also guide students to investigate the specific situation of wasting (or saving) water. (1) How often do you wash rice at home? How much water is needed for each flushing? Where did Taomi water finally go? What else can Taomi water be used for? (2) Is there any water leakage in the faucet at home or school? If it leaks, measure it with a cup. How much water will leak in an hour? How was your day? Guess how much water will leak in a month or a year. What do you do when you find a water pipe leaking or a faucet dripping in a public place? (3) Is there a water-saving faucet or other water-saving device installed in your home? 3. Ask the students to report the survey results, and the teacher will summarize the students' reports, and show the information of water shortage in the world and China, so that the students have the consciousness of saving and utilizing water resources. 4. Ask students to introduce various water-saving measures in different forms, such as demonstration pictures, introduction and speech, especially the practice of saving water in their own homes. Students can also discuss ways to increase the price of tap water in some areas, such as car washing and other industries. Third, the summary of this lesson: communication between teachers and students. Lesson 4: Introduction: People produce a lot of domestic garbage every day. When we throw away these rubbish, we should think about the harm of these rubbish! Second, teaching activities: Activity 4 provides suggestions to reduce garbage pollution 1. Let the students talk about the harm of garbage. The teacher refers to the "database" to introduce the main garbage pollution incidents in the world. 2. Let each group prepare some cards, and write down the domestic garbage they throw away on the cards for the whole class to see. 3. Each team recommends a representative to draw lots to answer questions, and other players can supplement them within the specified time. The contents of the lot are as follows. What domestic garbage can be reused? Give an example of how to reuse. B, which kind of domestic garbage is harmful to the environment and human body? Give examples. C. Are these things really needed (before they become garbage)? Do you really need so much? D, how to reduce the pollution of garbage disposal? What have you done to reduce garbage pollution? What are you going to do in the future? What suggestions or opinions can you give to your family? 4. Finally, let students boldly imagine people's lifestyles and life scenes in a "garbage-free society". Third, the summary of this lesson: Fourth, homework design 1, talk about what efforts you want to make to protect the earth's environment? 2. Investigate the water resources in my hometown and talk about some preliminary plans to protect the rivers in my hometown. Blackboard: What can we do for the earth in order to keep the nature green, build a water-saving society and reduce garbage pollution?