Lesson 1:

target

1.Have the students practice and find the plant type on the teacher’s picture. Develop students’ ability of observation and action

2, let students learn to abide by the rules of the game, experience the importance of playing in the rules of entertainment

Activities to prepare

Show the students a wall chart to find the target. About 5 ~ 6

Hang the wall chart on the blackboard and ask the students to observe the plants on each wall chart carefully before going outside

activities

First, guide the students to observe and arouse their interest in observation.

1. Guide the students to observe under the inspiration of the teacher

(1) Ask the students to look at the plants on the wall chart carefully. What are the characteristics of each plant

(2) Group all the students in the class, 2~3 people in a group, let them have a discussion and then group action to find plants

(3) Stimulate students’ interest in games. The first student who finds the plants on the wall chart outdoors will get a prize

 

2 Group Activities

(1) Give props to each student: the props include a magnifying glass and a digital camera for each group.

(2) Waiting for the students to freely assemble into several teams and give their own team a name

 

3. Get active

(1) Teams set out separately to search the forest for plants on wall charts. Every time you find a similar plant, you have to film it with your camera. The group that finds all the plants first wins the first place

 

4. Notes

(1) Enough teachers should be provided to pay close attention to the health condition of students while they are playing games to prevent them from getting lost in the forest.

(2) When all the groups finished the task within the prescribed time, the teacher rewarded the students No 1 and then explained all the plant types on the wall chart. Let children in the game to obtain knowledge at the same time also improve the hands-on ability.

 

 

Lesson 2

In this lesson, students are required to complete a group assignment, the main content of which is:

Do the students really have an impression on the plants they find and the knowledge they have learned in the outdoor activities they have just carried out? And think about how these plants relate to People’s Daily lives?

First, teachers should ask students to write down what they know about plants in their exercise books.

Next, under the inspiration of the teacher, ask the students to tell the relationship between these plants and the same hings in life

Then, let the students divided into groups to discuss the forest animals and plants and people should be in a state of the most harmonious?

 

The target

Ask students to explore and reflect on the relationship between plants and life

Think about the relationship between human and nature is very close

 

 

Lesson 3

1. Activity objectives

Study science in a forest clearing

Use the natural resources and teacher’s explanation to deepen students’ understanding of natural things

Thinking about that how can we better protect nature and forests?

 

 

1. Activity preparation

 

Site: open space in the forest, small blackboard, textbooks

 

Key points: Learn the text that describing nature

Difficult points: Let the students feel and understand the nature on the scene

 

• the activity’s process

The students were divided into two large groups, sitting on the left and right sides of the forest, holding the text to be studied and asking the students to read aloud first

 

Students in the forest, there will be the sound of birds and cicadas, they breathing the fresh air released by the trees in the forest. They need to read the text with affection

 

At the end of the reading, the teacher will ask each group a question. The question   about the text, reading the text in the embrace of nature whether there is a more profound understanding of the emotions expressed by the text

 

Based on the answers given by the student representatives of the two groups, the teacher will conduct extended questions. Ask the other students in each group to make appropriate supplements. The teacher conducts guided questions based on the students’ answers.

After the activity, the teacher surveyed and commented the answers of the two groups of students comprehensively. Then guide the students of the winning group to deliver their acceptance speeches

 

 

1. The end of the activity

Let the children have free activities in the limited forest clearing under the supervision of the teacher, feel what they have just learned from the reading and comprehension of the text.

 

Lesson 4

 

1. Activity objectives

 

Introduce the students the animals in the forest

Train the students’ compassion, cultivate their humanitarian spirit

think about how to realize the harmony between man and animals?

 

 

1. Activity preparation

Different animal sounds and wall charts, animals living habits explained courseware

 

• Key points and difficulties

 

Key points: let students have a deep understanding of the characteristics and living habits of different kinds of animals in nature

 

Difficult points: Cultivate the students’ humanitarian spirit and love for the animal world

 

1. the process of the activity

There are 7 students in one group.

1.Each group of students stood around a fountain, choosing a representative to stand in the middle of the circle. Students standing in the middle of the circle hold cards of different animals, such as lions, leopards, tigers, etc

 

2. The students in the periphery follow the teacher to play the animal sounds. Describe the animal to the student in the middle of the circle. Then, the students in the middle should imitate the characteristics of the animals, such as imitating the flight of birds and walking as gorillas. After the animal sounds were played, the group of students who guessed all the animals first was the winning group.

 

3. The winning team will be rewarded accordingly.
4. After the activity, the teacher brought all groups of students together and explained to the students the living habits and physical characteristics of different animals in the forest.
5. Repeat the activity after explaining an animal. Until all the animals have explained to the students, the activity is over.

 

 

Inquiry Project Plan

 

Why does this topic matter to students? This topic will not only help students explore new ways of outdoor learning, but also help them rediscover the key points of harmony between man and nature.   How does this project incorporate the inquiry cycle? This project divides students’ outdoor teaching into corresponding different experimental stages, namely: students’ outdoor teaching, evaluation of teaching results, strengthening the indoctrination of students’ concept of harmonious relationship between man and nature

Inquiry Project Rationale & Overview

 

Key Questions For Inquiry

Core Question	Supporting Questions
l How well do students accept the new outdoor teaching？ l How to innovate teaching methods in outdoor teaching？   l To help students strengthen the concept of harmony between man and nature	l Outdoor teaching is a proven scientific method of teaching that is benefit for students’ development     l In outdoor teaching, there are many new teaching methods that can be used for reference by teachers   l In outdoor teaching, it will help students better develop the concept and idea of living in harmony with nature

 

 Inquiry Approach and Rationale

Inquiry Approach and Rationale   By means of experiment, the students are gathered together to carry out the simulation teaching experiment And in these teaching experiments, interspersed with a variety of interesting small games, very consistent with the teaching concept of edutainment. Secondly, teaching ecology to students will help them form a correct understanding of nature and make ecology develop in a positive way

 

Core Principles of Effective Teaching (Sharon Friesen)

Core Principle 1: Effective teaching practice begins with the thoughtful and intentional design of learning that engages students intellectually and academically. *What aspects of the inquiry are the most challenging and meaningful for students?	One of the most challenging aspects of outdoor learning for students is how to adapt to learning in a brand new environment and how to understand the meaning of outdoor learning
Core Principle 2: The work that students are asked to undertake is worthy of their time and attention, is personally relevant, and deeply connected to the world in which they live. *What makes this inquiry valuable, meaningful, and “alive” for the students and teachers?	Outdoor learning is a positive topic, which enables teachers and students to learn the importance of harmony between man and nature in a new type of learning relationship
Core Principle 3: Assessment practices are clearly focused on improving student learning and guiding teaching decisions and actions. *How do I define learning and success in this inquiry? How is learning expressed and articulated in peer, self and teacher assessments?	Evaluation, expression and learning among colleagues can not only make teaching activities updated and developed in a timely manner, but also make people pay attention to the problems and defects existing in existing activities
Core Principle 4: Teachers foster a variety of interdependent relationships in classrooms that promote learning and create a strong culture around learning. *How do I connect students with each other, with experts in the field, with larger communities and nature, and across disciplines?	Students, experts and nature can be connected in the specific teaching practice to form an organic experimental whole
Core Principle 5: Teachers improve their practice in the company of peers. *How do I reflect on the inquiry together, and/or collaborate with others?	When strengthening the cooperation with others, teachers can refer to the teaching practice of others and take care of their own teaching in turn, so as to learn from each other and find their own problems in the process