Garbage sorting lesson plans and reflections for small classes in kindergarten (two articles)

Teaching Plan for "Garbage Classification" in Small Class Society 1

Situation Analysis:

With the emergence of classified trash cans in society, the media's publicity on environmental protection, children Got interested in this thing. Environmental protection is a hot issue today. In order to make better use of resources, reduce resource waste, and satisfy children's curiosity about environmental protection knowledge, we conduct garbage classification learning. Through active discussion and operation, children can know that garbage can be divided into recyclable garbage and non-recyclable garbage, and can actively and consciously classify garbage in daily life. Therefore, the activity "Garbage Classification" was carried out according to the needs of children.

1. Activity content:

"Garbage Classification"

2. Activity goals:

1. Learn to classify garbage into recyclable materials Recycling and non-recyclable waste.

2. Experience the impact of environmental pollution, know that littering will pollute the environment and endanger health, and have a preliminary awareness of environmental protection.

3. Activity preparation:

1. Decorate a dirty bear’s house and a clean rabbit’s house

2. Old newspapers, drink bottles, and waste paper boxes, waste batteries, fruit peels, dead leaves, vegetable leaves, etc.

3. One recyclable bin and one non-recyclable bin. A towel rack and several towels.

Activity process:

1. The teacher leads the children to observe the little bear’s house and the little rabbit’s house, and asks the children to talk about their feelings and compare the differences between the two small animal houses. Stimulate young children's desire to clean up garbage.

2. The teacher introduces the trash can, and the children clean up the garbage and put it in the trash can. Teachers observe the classification of children. Learn to classify correctly in action.

3. Based on the situation of children placing garbage, ask:

(1) Why do you put this garbage in the green (red) trash can?

(2) What is recyclable?

(3) Why is it not recyclable?

4. Sublimate children’s experience, discuss the dangers of littering, and learn not only not to litter, but also to create less litter. Establish preliminary environmental awareness.

5. Teacher summary.

6. Extension: Introduce pictures of garbage classification to allow children to connect outside class.

Small class society "Garbage Classification" Lesson Plan 2

Origin and design ideas of the activity:

This activity is one of the themed activities "How Much Garbage Do You Know" Small activities, the theme activity stems from the fact that most children dump toilet paper garbage and bones into paper trash cans in life, and they don't know why these garbage should be put out separately. So we learned a lot of preliminary knowledge about garbage together: the generation of garbage, types of garbage, garbage disposal methods, and the functions and categories of classified trash cans. In this activity, based on understanding the classification of garbage, children design trash can signs according to categories, and sort the surrounding garbage in the form of a game. Let children apply the garbage knowledge they have learned to their lives, and root the awareness of garbage classification and environmental protection in the hearts of children.

Activity goals:

1. Enhance children’s awareness of garbage classification by creating classification signs for trash cans.

2. Classify the garbage in daily life, let children understand the methods of garbage classification, and apply it to daily life.

3. Experience the fun of cooperative learning in the process of designing trash can signs.

Activity preparation:

1. Material preparation:

Three trash cans in the class, pictures of four kinds of trash cans, black pens, "recyclable" Notes on "garbage", "kitchen waste" and "other garbage" as well as some white paper and physical garbage (cans, milk bags, leaves, pencil stubs, etc.).

2. Experience preparation:

(1) Children have preliminary knowledge of garbage classification and understand the meaning of "recyclable" and "non-recyclable".

(2) Initially feel the importance of garbage classification.

Key points and difficulties:

Key points: Connect garbage classification with children’s daily life.

Difficulty: Design trash can signs in groups.

Activity process:

1. Guide people to activities based on life experience.

Recall the garbage collection station on the Normal University campus that I visited, and tell me what types of trash cans there are in the yard of Normal University. Show a picture of the trash bin markings (recyclable, food waste, other trash, battery bin).

Teacher: Why do we need to classify garbage?

Children: Because some garbage is recyclable, and some garbage is buried directly. If it is not sorted, the recyclable items cannot be used.

Teacher: A lot of garbage is produced in the classroom every day. How many trash cans should we use to classify the garbage in the classroom?

Children: Three, some put kitchen waste and some put recyclable garbage.

Children: You also need another trash can for toilet paper, scum and dust from sweeping the floor.

2. Design a trash can logo.

(1) Use the pictures of classified trash cans displayed on the wall decoration to raise questions: How to distinguish different types of trash cans?

***There are three types of trash cans: kitchen waste (fruit peels, bones, fish bones, etc.); recyclable (waste paper, etc.); other garbage (toilet paper, nose wipes, etc.) ).

Teacher: The three trash cans are easily confused. How to distinguish them?

Children: Their colors are different, green is for food waste bins, red is for recyclable bins, and blue is for other bins.

Teacher: That’s okay, but our younger brothers and sisters don’t know what kind of recyclable garbage is in the garbage. How can we let them understand at a glance what garbage to put?

Children 1: Draw it.

Child 2: You can post photos of trash.

Teacher: Posting photos is also a way. Today we will try the painting method.

(2) Children design trash can signs.

①Introduce materials and rational division of labor.

Teacher: There are three trash can signs to be designed, and there are twelve children. How to divide the work?

Child 1: Several people designed recyclable trash cans, and several people designed food waste bins...

Child 2: There are exactly twelve children, divided into three groups, four children a group. Is there a division of labor for each group of children?

Teacher: There are four children in each group. How to divide the work?

Children: Just use some to cut words and others to draw. (The teacher guides children to negotiate the division of labor)

② Design the trash can logo by hand.

Guide children to make purposeful designs based on the garbage that often appears in life, and further consolidate their knowledge of garbage classification.

In the process of designing the logo, some of the children cut words and some painted. While doing so, they discussed how to draw different types of garbage that are often produced in the classroom.

3. After making the trash can signs, play the "garbage classification" mini-game.

Questions encountered in the game: Should the can be thrown away? What kind of garbage do pencil stubs belong to?

Teacher: Cans are recyclable garbage, so let’s throw them into the recyclable trash can!

Children: Okay, I’ll throw it.

Teacher: Are you willing to throw it away?

Children: Hey, I can’t bear to leave. We also do art work!

Teacher: What kind of garbage is a pencil tip?

Toddlers: Poisonous.

Teacher: The outer layer of pencils is made of wood and is not toxic, but the adhesive that sticks the pencil lead to the outer wood is toxic, and there is a lot of lead in the paint on the outermost surface. .

Children: Too much lead is bad for your health, so you should throw it into a bucket with other garbage signs.

4. Extended activities.

Promote "garbage classification knowledge" to children in other classes in the kindergarten, and encourage children to take the knowledge learned in the activities home and apply it in their lives.

Personal reflection:

1. Advantages of the activity:

(1) The activity comes from the life of young children and returns to the life of young children. The activities arise from the problems that arise in children's lives. Through the understanding of garbage knowledge and the design and application of garbage classification signs, the problems encountered are solved, and they are continuously revised, consolidated and improved during actual use. For example, young children will look at the logo they designed every time they throw out trash.

Once, when I was about to throw away waste paper, Fu Hongyi reminded me: "Teacher, the paper must be thrown into the recyclable trash can." This shows that the awareness of garbage classification has naturally been rooted in the lives of young children.

(2) The determination of goals and activity forms is consistent with the age characteristics of small class children. The content of the activities is in line with children's interests, and at the same time has certain challenges, which is conducive to children's use of hands and brains.

2. Shortcomings in the activity:

(1) It was a bit rushed to enter the design of the trash can logo, and the analysis of the trash can logo was not in-depth enough, resulting in the children not knowing what to do after they were first grouped. The idea of ??how to manpower is not clear enough.

(2) The activity was held on Monday, and the children were not prompted to observe the garbage problem in their lives on the weekend, which made the children forget about the activities last week and also brought certain negative effects to the design of the children. .

Main content:

1. The activity goals are clear and the teacher’s guidance is focused. The activity process unfolds in a hierarchical manner, from the preliminary preparation to the design of logos and application in life. The activities are in-depth at each level. Teachers can clearly grasp the key points of each level of activities and provide corresponding guidance to children.

2. Pay attention to the supporting role of wall decorations. During the activity, when children cannot determine which category of garbage an item belongs to, they can actively refer to the wall layout of the class to help them judge. From this point of view, the environment layout in the classroom plays a very good implicit educational role.

3. Teachers do not fully grasp the children’s existing experience. During the activity, the children did not know clearly what the different types of garbage were, so the children were slow when drawing garbage signs. Baiman. At the same time, after the design is completed, teachers can guide children to understand the graphic signs of different types of garbage. Consolidate new experiences gained by young children.

4. Teachers’ teaching language should be colloquial. The text on the lesson plan is not suitable to be used directly as teaching language. It is difficult for young children to understand. Teachers should make their language better accepted by young children and serve teaching.

5. It is recommended that teachers pay attention to children’s existing experience when selecting activity materials. In the activity, the pencil lead is a little more difficult. Materials that are likely to cause controversy and inconclusive materials should be provided to young children as much as possible. You can first guide children to explore more clearly classified garbage materials, and then gradually expand to items that are common in life and not limited to classrooms.

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Comprehensive analysis:

1. The activities arise from the problems that arise in children's actual lives, and eventually naturally move towards life to realize the concept of "life education". Teachers can seize the educational opportunities in daily life, guide children to expand relevant experiences in a timely manner, and on this basis, guide children to apply relevant experiences to real life, truly embodying the "Detailed Rules" The proposed spirit of "teaching content should be close to children's lives and choose things and issues that children are interested in".

2. In the process of organizing teaching activities, teachers have clear goals and clear organization. When children's performance is beyond the teacher's expectations, teachers can make timely adjustments and guide children to use existing experience to spontaneously Solve problems. At the same time, teachers can play the educational role of the environment and present the materials collected by children and the experiences accumulated in each activity. This can not only help children sort out their learning experiences, but also pass on the learning experience of the group to other children in the class. Enable peers to share learning resources with each other.

3. During group cooperation reflection, focus on a key issue in the activity for reflection.

For example, in the process of designing trash cans, the teacher personally reflected that the arrangement of this link was a little rushed and the analysis of the trash can signs was not in-depth enough. As a result, the children did not know how to use the resources after they were first divided into groups. The teacher in the group found that the children were slower in designing. , in fact, the two are the same phenomenon, and they should be analyzed in depth together to promptly discover the essence of the problem, that is, the teacher failed to grasp the children's existing experience and did not give the children sufficient experience support. Only in this way can we fundamentally propose appropriate solutions. educational adjustment strategies.