How to implement the battery of environmental education

How to implement the battery of environmental education

1, subjects produced
Life is an all-encompassing textbook, which is rich in teaching resources. As teachers, we provide students with a stage for how much the children have much room for development.
In March of this year, our school students to play popular four-wheel, a small car tied 4 5 batteries, 1 yuan four low-quality batteries quickly became a waste battery power consumption end, almost every time down can be found in garbage bin of waste batteries from the sight of, and used batteries thrown into the trash seems to be right and proper thing, no one cares about us. One day, we are classes led by Health Commissioner Liu Xiaowen Several students rushed to hold a book came to me the book, Liu Xiaowen classmate's mother to buy Amway products, manufacturers complimentary promotional album, album of the back there is a public service ads, content is "readily fling the price is 5 square meters of land to withstand 50 years of heavy metal pollution." Students are very interested in this ad, I also think this is a valuable curriculum resources, so we practice in an integrated class raised their hands through this comprehensive practical activities of the theme of --- Batteries and environmental protection.
Second, the design concepts and ideas
Through a comprehensive practical activities, students of social life, positive attitude and interest in participating in the comprehensive practical activities; understanding of information technology, skills, community service and explore the activities of some common sense; so that students have a basic living skills, communication collaboration to observe the analytical ability, hands-on practical ability as well as the integrated use of knowledge, ability and innovation; initial grasp to participate in social practice and investigative methods, information collection, analysis and processing methods and research to explore, experiment empirical methods; gain hands-on comprehensive practical activities involved in the positive experience and a wealth of experience, initially to cultivate cooperation, sharing, motivated, good personality traits to form a love of nature and society, self-responsibility.
I look forward to achieve the objectives of the following activities:
1, knowledge and skills.
(1) Understanding the types of cells to understand the hazards of waste batteries, the batteries have an initial understanding.
(2) the search for, collect, collate, experiments and other practical activities to enhance the students to find, collect, collate information; and initial perception research questions the general steps and methods.
(3) through interviews, discussions, exchanges, students oral communication skills, and social communicative competence.
2 、 2, emotions, attitudes and values
(A) was personally involved in comprehensive practical activities, the positive experience and a wealth of experience, shaping the perfect personality.
(2) guide the students to foster a concern for human living environment, constraints, their behavior and habits, proper use of the battery, pay attention to protecting the environment, enhance the sense of social responsibility.
(3) to encourage students to express individuality and creative thinking, develop a preliminary sense of innovation and innovative practical abilities.
3, Events
Time roughly a month, in four phases.
1, determine the subject. Identification of sub-topics, the students form a free combination of the activities of groups, each group to discuss and formulate the most practical in a program of proposed activities.
2, group research. The use of books, field trips, networking and other information channels to try to explore the nature of learning, can take advantage of the simple tables, graphs, statistics and other methods collate relevant information.
3, on the outcome. To choose their own good way (graphics, photography, language, writing, etc.) expression research process and results.
4, summary evaluation. Form conclusions, evaluation, reflection and an extension of their activities.
Third, activity-specific implementation process
Phase Identification of themes
An active process:
1, to establish the theme
(1) The practice of carrying out a comprehensive set the theme of our own, we have any good suggestions;
(2) Health Members: Recently our class to my students the hands of special interest in this ad, I suggest that we in this sub-theme of the event to study the relationship between the battery and environmental protection, agreed to please raise their hands!
Unanimously adopted by the whole class raised their hands.
2 to discuss the research direction
The theme of the activities of the specific implementation can be divided into the following areas conduct a research study: (1) recognize a wide variety of batteries; (2) to investigate the use of the battery; (3) How can we prove whether the used batteries to the environment hazards; (4 ) Understanding the hazards of waste batteries; (writing on the blackboard).
3, the formation of Activities Sub-Committee
According to their interests, hobbies, skills, and address the students free combination groups, democracy leader selected to determine the group name, group name, respectively inquiry team to investigate the group, experimental group, sanitation team. For the above four questions were studied.
4 to discuss the research methods
Through student discussion, summed up this way some of the research methods: (1) Internet search data (2) asked teachers, parents, students (3) can be on campus to interview (4) Production of the questionnaire (5) experiment to collect in kind. 5, each group according to the activities of place, time, content and distribution of work crew and other issues, the project will write the book.
Group study
1, mobilizing students to participate in the initiative.
2, keep abreast of the various study groups, and to be guided.
Reporting results
Leads to the subject.
Some time ago, we have jointly established a research project "batteries and Environmental Protection", and group research activities carried out, an appointment today to return research results, you are ready Mody do? Which team first reported?
2, experimental group reported: We designed two experiments experimental group to prove that there is a hazardous waste batteries.
Experiment 1, the dangers of animal waste batteries
We took three beakers, numbered 1, 2, 3, were added to 350 ml tap water, then placed in each beaker where two goldfish bought from the market. 1 hour before class in the 2 years into the beaker 2 Shredded 5 batteries, beakers, 3 years into the four Shredded scrap batteries. Now we have three beakers in the middle of the table, for everyone to see, on the 2nd beaker where the fish have become numb, dying, and 3 beaker where the fish is dead.
Experiment 2, the hazards of waste batteries to plants
A month ago, the school entrance from the waterways that they dug two years of the poppy flowers bloom almost the same time, planted in two pots containing the same soil, the month, every day we were given two potted in a No. pouring tap water, to the No. 2 pots poured the same amount of waste water, batteries, and now we have two potted shown to classmates, tap water irrigation of the No. 1 growing well, while the waste water irrigation, the No. 2 battery long dead flowers, roots has been decomposed.
The above two experiments can prove hazardous waste batteries on the animal and vegetable oils. Waste batteries and thus we conclude that the water will harm our humanity.
3, the team scrambled to report:
Our group's mandate is to investigate the whereabouts of waste batteries, as well as people to use the battery situation.
We found some used batteries are thrown in the trash, had been arbitrarily thrown into waterways where some have even become a first-year students in the hands of small toys.
Investigation team for the following four issues from May 9 began in the school of 100 students and 50 residents of the village launched an investigation:
1, an average week, how many batteries you? （ ( ） )
2 Jie following B, 2 ~ 4 Jie C, 4 ~ 6 Jie D, 6 knots
2, What do you think the use of more cost-effective battery? （ ( ） )
A, ordinary batteries B, rechargeable battery
3, you generally how to deal with used batteries? （ ( ） )
A, anywhere discarded B, thrown into bins C, thrown into battery recycling boxes
4, you know, used batteries to the environment is? （ ( ） )
A, know B, do not know C, know a bit about
They were four old calendar paper charts, survey results showed:
50% of the amount per week using the dry battery is about 2; a 85% choose to use regular batteries; and then run out of battery? Nearly 62% of people are thrown into the bin of their, and 57% of people do not know whether there are hazards around the battery scrap.
I then conducted interviews of the investigation team to investigate the activities of what is your deepest feelings?
4, sanitation team on
Sanitation team slide show
(1) Japan Kanagawa waste battery incident
November 9, 1939, Kanagawa Prefecture, Japan admitted to a general hospital in the brain of a man insane. 这 The man, when the disease is only beginning to face unexplained edema, three days after the swelling spread to the feet, 8 day visually impaired, talking to himself, constantly crying, and later developed into confusion, it is assumed that he was " crazy. " The man was taken to hospital after they were in extreme pain due to heart failure death. Since then, the deceased person residing in the same village has repeatedly appeared in 15 the same symptoms of the "crazy." This had attracted the attention of medical researchers. Kanagawa Prefecture Institute of Health through the investigation and autopsy, concluded that these "crazy" all died in heavy metal poisoning.
After the incident, the Japanese authorities on this incident in detail and found the deceased were drinking a certain shop around the three wells of water. One of the eight drinking water wells No. 1 and all their personal disease. Wells in the survey, is alarming that even well away from the No. 1 place within 5 meters of the 380 have been dug up decomposed waste batteries! Tracing the source, finally find out that 380 is the used batteries shops sell a new battery, after leaving the customer focus of waste batteries buried in the backyard, causing water pollution around the wells, which led to the tragedy.
(2) batteries contain heavy metals: mercury, manganese, zinc, cadmium, nickel, lead
(3) Waste batteries thrown soil in which the ingredients will penetrate into the soil and groundwater, once people eating contaminated land productivity of crops or drinking water contaminated by these toxic heavy metals will enter the human body slowly deposited on the grave threat to human health!
(4) high blood lead affect the kidneys, liver, nervous system and hematopoietic organs, interfere with renal function and reproductive function, and irreversible brain damage. Cause behavioral problems of children, low IQ, and concentration difficulties.
Mercury poisoning neurasthenic syndrome, autonomic dysfunction, as well as impatience, irritability, crying and other symptoms of severe poisoning occurs when the obvious personality changes, affective disorder, mental deterioration.
Nickel usually from dietary intake, is thought to be induced by lung and sinus cancer. Nickel poisoning mainly caused respiratory damage, severe consciousness vague or coma, complicated by myocardial injury.
(5) China's conditions and hazards of waste batteries
China's potential hazards of waste batteries can not be ignored, causing extensive attention of the whole society and concern. It is now almost a day in the social life is also inseparable from the battery. Based on China's annual consumption of the battery 7 billion -80 100 million calculations a year per capita consumption of 5-6 cells. The battery is the most commonly used mobile phones, music players, remote controls and so on. Take mobile phone for example, in China's more than 100 million mobile phone users, a user of at least a year to use two batteries, one year consumes more than 200 million only.
(6) The measurement of a bad battery on the 1st in the soil can make one square meter of land lost value in use.
A button battery can contaminate 600,000 liters of water, equivalent to the amount of drinking water a person's life.
(7) Please do not arbitrarily anatomical waste batteries, do not put the battery into the fire, because the battery is not only toxic and potentially explosive!
5 to explore the team on:
Inquiry panel slide show:
The battery is widely used, can be said that modern people can not live without the battery, there are many types of cells, through our research, we believe that the battery can be divided into three categories:
The first broad categories: disposable batteries, which mainly include zinc-manganese batteries, alkaline zinc-manganese batteries, zinc, silver button batteries.
Zinc-manganese batteries: Life in the popular No. 1 or 5, most of the kinds of dry batteries, such batteries for flashlights, radios and so on. As the skin from the composition of zinc, so the battery runs out, zinc skin susceptible to erosion wear Ershi electrolyte leakage, so the battery should be removed after use to prevent corrosion of electrical appliances.
Alkaline zinc-manganese batteries: The battery electrolyte is alkaline, with good electrical conductivity properties, the negative is extremely zinc pool, so it can be a continuous high-volume discharge, closed metal shell can prevent electrolyte leakage. 池。 So the battery is a traditional dry battery replacement products, but the price slightly higher than traditional batteries.
Zinc-silver button batteries: This Battery size is small, but superior performance of a large battery discharge, discharge voltage is stable, has been widely used in electronic watches, quartz, the computer CMOS battery.
The second largest category: rechargeable battery. It includes lead-acid batteries, alkaline nickel-cadmium batteries, nickel hydrogen batteries.
Lead-acid batteries: This is the most commonly used multiple batteries, now widely used in motorcycle and car.
Basic nickel-cadmium battery: This battery life and long charge and discharge can be recycled several times, shock resistance, vibration, self-discharge is small, it is widely used in daily life. For example, we use the Walkman and other small appliances are available in the kinds of rechargeable batteries.
Ni-MH battery: This battery life cycle of the outstanding advantage is that long, up to 10 years, the disadvantage is higher cost, higher self-discharge rate, and due to internal high pressure, so there is possibility of an explosion, but its use is very optimistic about the prospects. In the aerospace industry has been gradually replaced by nickel-cadmium batteries.
The third largest category: new battery. It consists of lithium batteries, fuel cells and so on.
Lithium Battery: Battery power is high and there is a wide temperature range of use, flat discharge voltage, small size, no electrolyte leakage. The battery power especially suited as a cardiac pacemaker. Lithium batteries can also be used to do high-performance cell phone batteries, laptop batteries.
Fuel Cell: This cell can be hydrogen, methane as fuel, work in the chemical energy of fuel directly into electricity, batteries, continuous operation and stability. Fuel cells are especially suitable for aerospace industry, first of all fuel-cell energy, high-quality light. Secondly, the product of fuel cells are mostly water, the crew treated for human consumption, can reduce weight.
6, teachers to add, I put the time I collected the data presented to students using courseware to see, mainly including: The very use of dry batteries, type, structure and principles of the major hazards of waste batteries, mercury batteries, the role and usage, Itai-itai disease and Minamata disease, the status quo of China's battery consumption, battery recycling and processing aspects.
If I repeat the information with classmates, they skip.
7, through this lesson to learn, you know what the battery have?
8, do you think, how can we the rational use of the battery?Learned so much new knowledge, you most want to do?
Summary evaluation of the fourth phase, after-school extension
Activities Objectives:
1, and further enhance environmental awareness and a small sense of civic responsibility, awareness and sense of responsibility will be translated into behavior.
2, the learning process for students to conduct a self-assessment, peer assessment.
3, through the awards to enhance the students self-confidence, and further stimulate students interest in study and exploration.
An active process:
1, self-summary
Student self-reflection, writing activities, feelings. To guide students to reflect on their own practical activities to stimulate their interest to participate in and enrich their life experience.
It also encourages students to activities, personality and talents into full play, to share the results and thinking, allowing students to self-improvement, self-development.
2, awards, awards
Pingchu team awards and individual awards. Practice of focusing on the process of assessment of students. Through self-assessment, peer assessment, so that they get a real self.
3, after-school extension
(1) to the people about the environmental hazards of waste batteries, so that people know how to deal with waste batteries.
(2) called on everyone to act, do not throw used batteries, writing written proposal to the initiative of teachers and students.
(3) The school set up battery recycling boxes, the students into the street market, made a flyer
4, my reflection:
Activities, explore the Internet to gather information on the Panel, to the library access to books, has collected 52 articles about carefully screened summarized these three out of eight kinds of batteries; investigation team into the bin, and fields, streets and lanes to find the whereabouts of waste batteries in the campus survey classmates and teachers at the school gate and visit the village to collect data in order to come out again made tables; experimental unit was designed and implemented the four experiments, from which selected out of two experiments Some of them took more than a month; Xie-chao, Liu Yupeng other four to make slides, but also used the camera, camera technologies.
The activities of the end, I let the kids do look at a comprehensive summary. Students talk about their own harvest, experience, face the self-confidence, pride in one cavity. They began to learn to use vision to explore the lives of looked familiar, began to get used to touch the reality of a small calculus topics; they began trying to "do" knowledge, began to collect, collate, analyze data, the research process. In fact, the children were concerned about has already gone beyond the scope of the present study, their attention has turned to the community, they have an interest in the learning of human beings. Although the data they collect might not be very accurate, come to the conclusion and recommendations may be biased, but they worry that the eyes, wrinkled brows, excited words, I clearly felt the dolphin boiling hearts have been filled with heavy responsibilities.
This practice, "active principle" has been fully manifested. First of all, ask questions, to develop plans to field investigations, reporting exchanges, to the activities of expansion, summation and reflection, the steps complete, well-organized, activities varied, to provide students with a vast space. Second, the practice is different from the text the main features of the course - the uncertainty in this activity have also been fully reflected. In the event the implementation process, often encounter some unexpected things, such as in schools and villages to the battery on the use of surveys, teachers and students did not have imagined being encountered in advance so much difficulty. To overcome the difficulties can not be determined in advance the process is a process of learning to practice, but also enhance the ability of students to solve practical problems an excellent opportunity to fully display the charm of the practice.
Through this activity, I completed a teaching philosophy of the distillation. I saw the kids who the great potential of energy, knowing the original should be done teaching. Teaching activities should also be carrying the concept into the classroom. Live up to the static knowledge, so that knowledge from books to go down, and loaded into the wisdom of life, and then placed in front of the kids loudly said to them: children, activities began! You surely can do it!
In this comprehensive practical activities, we also sincerely appreciate the important role of parents, their support for the campaign is very important. Comprehensive practical activities are not in the classroom can be completed, it has to come to the community, into society. This creates many problems, such as safety, time, etc., which require parental understanding and cooperation. Some of the parents do not like their children go out to participate in activities, although we have done a lot of work, but is subject to our continued efforts.
With the ongoing activities, we have encountered a lot of activities, such as when the students into community practice, all of them have excited, but in order for data processing, some group motivation is not high, even in "pass the buck" phenomenon. And then there are in the course of the questions and answers for students to deal with enough detail, randomness too, there is no activity with the purpose to judge. In the future work and life, I will continue to study diligently, and conscientiously sum up and reflect on, and further enhance their ability and level of guidance.

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