Kindergarten garbage sorting lesson plan

In the actual teaching activities of teaching staff, it is inevitable to prepare lesson plans. The lesson plan is the general organizational program and action plan of teaching activities. How should we write lesson plans? Below is a sample kindergarten garbage sorting lesson plan (selected 5 articles) that I compiled for you. You are welcome to learn from and refer to it. I hope it will be helpful to you. Kindergarten garbage classification lesson plan 1

Activity goals:

1. Understand the meaning of "garbage classification" and establish environmental awareness.

2. Cultivate observation, analysis, comparison, classification and other abilities.

3. Cultivate children’s keen observation ability.

4. Be willing to try boldly and share your experience with your peers.

5. Explore and discover the diversity and characteristics of life.

Activity preparation:

1. "Beijing City" and "Tianjin City" are decorated with waste foam, inserted plastic building blocks and other materials. Among them, "Beijing City" is scattered with With some garbage.

2. Various types of physical garbage, such as banana peels, waste paper boxes, empty cans, mineral water bottles, wine bottles, broken light bulbs and pesticides, nail polish, mousse bottles, etc.

3.5 garbage bins with 5 kinds of signs on them

4. Video recorders and video tapes related to garbage disposal.

5. Some magnetic pictures and some disposable plastic gloves.

Activity process:

1. Selection of “Healthy Cities”

1. Guide children to observe and compare the environments of Beijing and Tianjin, and inspire children to talk ：Which city do you like? What is this? What would it be like if you lived in Beijing?

2. Invite children to select “sanitary cities” by pasting five-pointed stars.

3. Guide children to discuss: Why didn’t you choose Beijing? How would you feel if you lived in Beijing?

4. Teacher’s summary: Beijing is full of garbage, dirty and smelly, and everyone doesn’t like it. Tianjin, on the other hand, is clean, orderly and popular. Do you want to know where all the garbage in this city goes? Let’s watch the video together.

2. Understand the methods of garbage classification and recycling

1. The teacher provides commentary and lets the children watch video clips about the garbage classification and recycling process, and then talk about how the garbage truck delivers the garbage. Where does it go and what new products can be made from the waste?

2. Understand the "recycling" sign.

① Show the "recycling" sign, let the children guess the meaning of the sign based on the picture, and talk about where they have seen this sign.

② Explain the meaning of the "recycling" sign and ask the children to talk about: Which items in the garbage can be recycled? Why? (Paper, glass bottles, cans, mineral water bottles, etc. can be processed to create new products.

③Inspire children to design a "cannot be recycled" sign and talk about: What is in the garbage The items cannot be recycled? Why? How should these garbage be disposed of? (Incineration or deep burial. ④ Divide the magnetic garbage pictures on the blackboard into two categories: those that can be recycled and those that cannot be recycled. The teacher checks the children. Classification situation.

⑤ Teacher’s summary: If we can recycle these items, we can purify the environment and protect resources.

3. Game: See who does it right.

The teacher names a piece of garbage. If it can be recycled, the children will do similar actions; if it cannot be recycled, they will do something similar to "X".

3. Further classify the garbage that can be recycled

1. Organize children to discuss: How can the uncle workers handle the garbage that can be recycled better and more conveniently?

2. Show 5 garbage bins with signs and ask individual children to sort the garbage according to the signs

3. Organize the children to put on gloves and clean up the garbage in Beijing.

4. Guide children to appreciate the “city” that has become clean and beautiful.

Activity extension:

1. Place the garbage sorting bucket in the corner of the activity room and urge children to learn to classify and dispose of garbage in daily life.

2. Promote the meaning of “garbage sorting” to parents and put it into practice.

Reflection on activities:

Through exploration and practice activities, children learned about recyclable items and cultivated their ability to observe carefully and summarize and classify. The extension of the activities expanded education from in-class to After school, it plays a role in home education and allows children to experience the fun of garbage recycling. Kindergarten Garbage Sorting Lesson Plan 2

Design Intention:

When they were just learning the eighth volume of the "Creative Learning Course for Young Children" "Beautiful Village" in middle class, the children began to pay attention to the garbage around them. , during the conversation with the children, I found that they were sometimes shocked by the piles of garbage on the streets, and they all discussed where the garbage came from? How to reduce waste and make the surrounding environment more beautiful. I realized that it is imperative to let young children know how to handle garbage and reduce the harm of garbage. However, the children do not have a clear concept of garbage classification and do not know the meaning of classifying garbage. Therefore, I designed the social activity "Garbage Classification Starts with Me" to guide children to understand the garbage classification signs and guide them to classify garbage and put it away. into the trash can for recycling and reuse, hoping to help children develop a correct attitude towards environmentally friendly life and cherish resources from an early age.

Teaching material analysis:

The content of this activity is selected from a social field activity in the eighth volume of the "Creative Learning Course for Young Children" "Beautiful Village". The "Outline" states: "The social cognitive ability of 4-5-year-old children has improved significantly, intentional behavior has begun to develop, and they have the ability to communicate with simple sentences." Children in my class know that garbage cannot be thrown away casually, but they have no awareness of classifying garbage. , I didn’t know that some garbage can be recycled and reused. The theme goal of this textbook is to understand environmental protection signs and do what you can to protect the environment. Learn how to classify garbage and develop the habit of sorting and placing garbage. This activity aims to cultivate children's awareness of garbage classification, understand the significance of garbage classification, and understand that protecting the environment starts with me.

Nowadays, there are more and more domestic wastes, which not only affects the natural environment, but also endangers people's health. A lot of garbage is also produced in the environment around young children, but it is too common in the eyes of young children and they do not take it seriously because they lack understanding of the dangers of garbage and how to deal with it, so they need to be guided. Through this activity, children can understand the signs of garbage classification, and through classification operations, children can further understand which garbage can be recycled and better understand the significance of garbage classification, cultivate children's good habits of garbage classification from an early age, and It can inspire families and people around them to contribute to creating a good living environment.

I regard garbage classification as the focus of this activity. Knowing how to protect the environment and save resources will be the difficulty of this activity.

Design ideas:

The "Kindergarten Education Guidance Outline" points out that "the choice of early childhood education activities should be close to the children's lives and come from life." So I designed this activity as follows: Communicate and share, talk about garbage in life - Think about problems, discuss garbage disposal methods - Analyze and understand the meaning of garbage classification - Practice, try to classify garbage, start from the lives of young children, and then apply the knowledge learned Go into life and lead people around you to protect the environment and save resources.

Activity goals:

1. Understand the garbage classification signs.

2. Identify the recycled garbage.

3. Try to classify garbage.

4. Understand the significance of garbage classification, know how to protect the environment and save resources.

Activity preparation:

1. Before class, ask children to make a household garbage record sheet and fill it in carefully.

2. Collect and understand knowledge about garbage classification.

3. Two recyclable trash bins and two non-recyclable trash bins, domestic garbage for children to sort, and small trash cans for children to sort.

4. Large wall chart of classified garbage bins and pictures of garbage classification.

Activity process:

1. Exchange and share, talk about the garbage in life.

Teacher: Children, Teacher Han has assigned a task to everyone. Please record the garbage produced at home in the past few days. Have you completed it? (Complete) Let’s talk about the recording results with the friends next to you!

1. Group communication. (Hold the record sheet and talk to each other)

2. Introduction to the children. (Who wants to tell everyone the results of the recording?)

Summary: A lot of garbage is produced in our homes every day, mainly including waste paper, plastics, metals, glass, fabrics, and kitchen waste. Residue, toxic and hazardous waste. How do you usually deal with so much garbage? (Put it in the trash can; if the child answers "It can be sorted and put in the trash can" the teacher says: Where did you see the classified trash can?)

2. Think about the problem and discuss garbage disposal methods.

(1) Understand the garbage classification signs.

Teacher: Teacher Han, there are two trash cans here, let’s take a look!

1. Question: Observe carefully, what did you find? (color, symbol) (ask two or three children to talk)

What symbol is this?

What does recyclables mean? What does non-recyclable mean?

2. Children can answer freely.

Summary: This is a recyclable sign, this is a non-recyclable sign. The recyclable garbage that can serve us again after special treatment after recycling is recyclable garbage. Such garbage should be thrown into the recyclable trash can; apart from these, the rest is non-recyclable garbage and should be thrown into the non-recyclable trash bin.

(2) Discuss garbage classification methods.

Teacher: Which trash can should the garbage we record go into? Circle the recyclable garbage first, and then talk about it with the friends next to you

1. Children’s group discussion. (Guide the children to say that plastic bottles and toothpaste boxes are recyclable garbage, and batteries and fruit peels are non-recyclable garbage, that is, talk about wreaths first, and then talk about non-wreaths)

　2. Question: Who is willing to share the results of the discussion? Introduce?

3. Answer individually.

Summary: Oh, it turns out that waste paper, plastics, metals, glass, and fabrics are recyclable garbage (paste the classification pictures); food waste, toxic and hazardous waste are non-recyclable garbage . (Picture) (The teacher taking away the record sheet and pen)

3. Analyze the truth clearly and understand the meaning of garbage classification. (Let the children talk more and let the parents explain the key points)

Teacher: We just did a very good job. Teacher Han admires you very much! Why should waste be sorted?

1. Children can answer freely. (Teacher praise: You are really a little expert in collecting information!) Kindergarten garbage classification lesson plan 3

Origin and design ideas of the activity:

This activity is the themed activity "How Much Do You Know About Garbage" A small activity in the activity, the theme activity comes from the fact that most children dump toilet paper garbage and bones into paper trash cans in life, and do not know why these garbage should be put away 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 logos.

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 Normal University yard. 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 be used 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 to put 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 easy to confuse. 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.

Children 2: You can post photos of trash.

Teacher: Posting photos is also a way. Today we are going to try painting.

(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?

Children 1: Several people designed recyclable trash cans, and several people designed kitchen waste bins...

Children 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 the 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.

During 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?

Children: 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) In terms of determination of goals and activity forms, it is consistent with the age characteristics of children in large classes. 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 hasty 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 is held on Monday, and children are not prompted to observe the garbage problem in their lives on the weekend, which makes the children forget the activities of the previous week and also brings a certain negative impact on 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 are not limited to classrooms.

Comprehensive analysis:

1. The activities arise from the problems that arise in children’s actual lives, and eventually naturally move towards life, realizing 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 spirit of “teaching content should be close to children’s lives and choose things and issues that children are interested in” is proposed.

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 the problem.

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. Kindergarten garbage classification lesson plan 4

Activity goals:

1. Learn to classify garbage into recyclable garbage and non-recyclable garbage.

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.

Activity preparation:

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

2. Old newspapers, drink bottles, 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 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.

Activity extension:

Introduce pictures of garbage classification to allow children to connect outside class. Kindergarten Garbage Classification Lesson Plan 5

Do children know what types of garbage classification we advocate? The following lesson will teach you how to recognize garbage classification marks. I have to classify garbage according to the prescribed classifications in order to make our living environment better, so everyone must establish a preliminary awareness of environmental protection.

1. Activity goals

1. Understand several garbage classification marks and try to classify garbage according to the marks.

2. Understand the methods of garbage classification and establish preliminary environmental awareness.

2. Activity preparation

1. Various types of physical garbage, such as banana peels, waste paper boxes, empty cans, mineral water bottles, wine bottles, etc.

2.2 garbage bins with 2 types of signs on them.

3. Activity process

1. Create situations and introduce activities

1) The teacher leads the children to walk around places where garbage is thrown, and asks: "You Look, what's on the ground?" Young: Rubbish.

2) Teacher: "Children, imagine if the place where you live is full of this kind of garbage, what do you think? What should we do?"

3) Guide the children Try to speak. Young: You should throw the rubbish into the trash can.

Teacher: "Yes, we should put these garbage babies in the trash can and send them home!"

2. Understand the signs of garbage classification.

1) The teacher shows the "home" of the garbage baby.

2) Try to ask the children to talk about what these icons represent, and the teacher will provide certain guidance.

Teacher: "Look, this is the home of garbage babies---the trash can. Do you know them?" Let the children talk.

Teacher: "The children are awesome. They all recognize these marks. Next, we each choose a garbage baby and send it home."

3. Garbage classification

1) Children’s first operation: garbage classification

2) Check the classification situation.

3) Teacher: "Let's see if the garbage baby has found its own home." (Teacher looks at it with the children and discusses where it should be if it is not correct.)

4) Teacher: Inside this bucket is paper, which is the home of paper babies; this is a plastic bag, which is the home of plastic babies; inside is peel, which is the home of peel babies; inside is metal, which is metal Baby's home.

5) The second operation for children: Garbage sorting teacher: "Now these garbage babies have found their own homes. You see there is still a lot of garbage over there, let's send them home too." (Children freely choose garbage, and then sort the garbage one by one, with the teacher guiding them.)

4. Teacher summary.

1) Teacher: "All the garbage babies have been sent home. So who can tell everyone what is the use of separating these garbage one by one?" Invite the children to try to answer.

2) Teacher: "Then let the teacher tell you that garbage classification is actually very important. For example, drunk cans can be made into pencil cases; waste paper can be reprocessed into new paper, and children can Continue to draw and write; plastic bottles can be reprocessed into new ones and filled with water; and these peels are buried underground, making our living environment clean and making our cleaners cleaner. The uncles and aunts have reduced their workload, so we children should not litter in daily life (try to let the children give examples based on real life) and be a good environmentally friendly child! Can you do it? (Yes!) Then let us start from the beginning. Start today.