For the all-round development of students，Increase student participation in the classroom，Promote the further reform and development of school education and teaching，The Grade 3 Chemistry Group of Jiangtai Road Campus of Tsinghua High School is under the guidance of Hu Jiuhua teaching team of Beijing Normal University，After a lot of preparation and discussion，On December 14 and 21 in Room C402, Jiangtai Road Campus，Cross-disciplinary project-based learning was successfully implemented through 7 courses -- "Low-carbon Action"，Received wide attention of the whole school teachers and students。

The project team took a group photo with Professor Hu Jiuhua of Beijing Normal University

Experts and teachers participating in class evaluation

The whole project is divided into three stages: early guidance, middle implementation and late display, and 16 series of activities。Among them, the main link of the project is the project guidance course, the project exploration course and the project demonstration course。

Project orientation course

The introductory lesson is taught by Rosa from the Biology Group and consists of four student activities。First of all, through the ice-breaking game, students in the class drew team introduction posters in groups to form a sense of team and improve cohesion in the activity。Then, by analyzing the process of ecosystem carbon cycle, the CO was identified₂The main reason for the increase of content。Next, lead students to understand carbon neutrality, understand the meaning of carbon neutrality, and establish a technical framework to achieve carbon neutrality。Finally, organize students to discuss "how to design carbon neutral scheme", let students identify the research topic of interest, and draw the research framework of the project on the poster。

Miss Rosa leads the class

Student groups present team posters

Project Exploration Lesson 1 - Where carbon dioxide comes from？

Inquiry Lesson 1 is co-taught by teachers Zhang Yan Yan and Qiao Wanting from Chemistry Group。Organize students to consult information before class, analyze and summarize CO in the atmosphere₂The source and its principle。In the class, the teacher guided the students to start from the Angle of conservation of elements and transformation of matter, and let the students communicate and report the CO in the atmosphere in a small group₂The source and principle of the paper。After that, students were organized to design and improve the experimental scheme through group discussion to experience CO₂Produce and attempt to capture pure CO₂。

Student groups designed and conducted experimental operations

Project Exploration Lesson 2 - Where carbon dioxide can go？

The exploration lesson 2 was taught by Ms. Xu Qian from Chemistry Group and was divided into four student activities。First, guide students to make use of CO₂Nature and use to think about reducing atmospheric CO₂The possibility and explain its principle。Then, by conjecture, "water and clarified lime water absorb CO.₂The effect of which is better？Organize students to design experiments for verification。Then, how to improve the absorption efficiency of clarified lime water is explored, and students' comprehensive problem-solving ability is improved from the perspectives of solubility, temperature, price and so on。Finally, let students feel the real situation (ocean, alkaline soil) absorption and transformation of CO₂The process of。

Ms. Xu Qian taught the inquiry Lesson 2

Student groups design experiments and verify them

Project Inquiry Lesson 3 - Reduce CO₂Content, improve the low carbon convention

The exploration lesson 3 is taught by Dang Wenping from Chemistry Group and is divided into four student activities。First, explore and design low-carbon action plan;Then, through reading materials to understand the existing carbon capture and carbon storage technology, discuss the collection and utilization and efficient conversion and utilization of CO₂。The method of;Finally, with the help of the calculation and use of the two mini programs "I want carbon neutrality" and "Low-carbon Planet", the teacher organized students to discuss "to achieve carbon neutrality, the world is promoting, China is acting, what should individuals do?？", so that students deeply understand the personal daily low-carbon behavior will make a great contribution to carbon neutrality。

Dang Wenping teacher inquiry lesson 2 teaching

Project presentation class

The demonstration class was taught by Ms. Wu Yue from the Political Group and was divided into three student activities。First, representatives of each group presented their low-carbon action plans, and other groups scored and evaluated them。Then, the class debate team conducted a heated debate on the topic of "ideological innovation or technological improvement to achieve low-carbon life"。Finally, teachers guide students to summarize the implementation of low-carbon countermeasures from the national, corporate, individual and international levels, and summarize the entire project。

Ms. Wu Yue shows the class

Team reports Low carbon action plan

The students held a debate competition

Propaganda poster drawing

Under the guidance of teacher Zhang Mengke of the art group, students gave full play to their imagination and drew a propaganda poster of "Low-carbon life Tips" and exhibited it on the exhibition board。

Students draw propaganda posters

In the specific practice of project-based learning, the role of the teacher is to act as a facilitator and guide to help students move forward on the road of independent learning, guide students how to discover new knowledge in practice, and organically combine theory and practice through group cooperation。In after-school interviews, students said they enjoyed the class and hoped to have more opportunities to participate in project-based learning in the future。Students realize that low carbon is no longer a slogan, but really practice in daily life, food, housing and transportation, to contribute to carbon neutrality。

Text: Qiao Wanting

Photography is by Zhao Wanting, Dang Wen Ping

Review: Party Shengjun Lu Hongjuan Yang Rui

Edit: Administrative Management Center