“綠色學校伙伴”計劃之第二屆
《環保教案設計奬勵計劃》
Let’s go GREEN!
參 選 編 號 B-005
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Content
Overview .......................................................................................... Page 3
Objective .......................................................................................... Page 3
Lesson Plan
Lesson 1
Recycle I ................................................................ Page 4
Lesson 2
Recycle II ............................................................... Page 6
Lesson 3
Reuse ...................................................................... Page 8
Lesson 4
Reduce .................................................................. Page 10
Lesson 5
5 Rs ....................................................... (to be continued)
Lesson 6
Renewable Energy I ............................ (to be continued)
Lesson 7
Renewable Energy II ............................. (to be continued)
Lesson 8
Energy Saving I ..................................... (to be continued)
Lesson 9
Energy Saving II ................................... (to be continued)
Lesson 10-11
Let’s go GREEN Poetry Writing .......................... Page 12
Appendix 1 ..................................................................................... Page 14
Appendix 2 ..................................................................................... Page 16
Appendix 3 ..................................................................................... Page 17
Worksheet 1 .................................................................................... Page 18
Worksheet 2 .................................................................................... Page 19
Worksheet 3 .................................................................................... Page 20
Worksheet 4 .................................................................................... Page 21
Extra Worksheet ............................................................................. Page 22
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Overview
 A colourful vocabulary sheet
related to garbage, energy
and eco-friendly issues
structured in A to Z format is
designed to be used as
classroom poster, teaching
aid and students’ handout to
reinforce students’
vocabulary as well as their
awareness and related
knowledge in environmental
protection.

In around10 periods,
students are exposed to
environemental knowledge
such as 5Rs, energy, energy
saving and other ways to
protect the environment
through games,
obvservations, discussions,
pair works and group activities.

By the end, students express their feelings towards environmental protection by
creating their own poetry.
Objectives
 Enhance students’ awareness and knowledge in helping to preserve the
environment by adopting simple attitudes such as sorting their garbage.
 Students write an arostic poem on environmental protection.
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LESSON 1: RECYCLE I
Environmental Objective: Enhance students’ awareness and knowledge in recycling.
Materials Needed
 Newspapers, aluminum cans, plastic bottles, boxes colour-coded to match
marked (metal, paper, plastic) bins for recycling
 Pictures of recyclable and non-recyclable items
 Picture of landfill and incinerator
Background for the Teacher
 Recycling is an important way we can save energy and conserve natural
resources. Many communities require residents to recycle and provide special
coloured garbage disposal bin for sorting and collecting the items to be recycled.
Become familiar with your community’s procedures for recycling. (Appendix 1)
Language Objectives
1.
2.
Simple present tense first person singular and plural
Examples: “I recycle glass.” “We recycle newspaper.”
Adjective-noun order
Examples: plastic bottle, aluminum can
Vocabulary
Aluminum can(s)
Garbage disposal bin(s)
Magazine(s)
Newspaper(s)
Plastic bottle(s)
Used tissue(s)
Landfill
Recycle
Procedures
1. Arrange recyclable items on a table and 3 garbage disposal bins of different
colours. (Yellow for metal, brown bin for plastic, Blue for paper)
2.
Initiate a small chat with the students to bring out the topic (Recycling). Ask
students about what, when, why, how garbage is created and what they usually
do with their garbage.
3.
Show pictures of recyclable and non-recyclable items.
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4.
Emphasize how recycling helps to conserve natural resources.
5.
Explain landfill and incinerator harm the environment.
6.
Examples: “I recycle newspaper.” “I recycle glass.” “I recycle plastic.” Place the
items being recycled in the appropriate bin. Use related picture cards for other
items.
7.
Remind students that some items should not be put in those bins for recycling.
(Appendix 1)
8.
Take items out and have students say the same phrases as a group.
9.
Have groups of students say “I recycle _______________” depending on what
type of item the teacher holds up.
10. Ask pairs of students to volunteer to say the correct phrase depending on what
item is being held up.
11. See if individuals are willing to try the activity alone. Do not force them to talk if
they do not want to.
12. Repeat 2, 3, 4 and 5 using “we” instead of “I”.
13. Provide students with Worksheet #1. Show one answer on the board.
14. Ask students to volunteer to write out their answers on the board for checking.
15. Assign HW
 Ask students to observe whether their family members and classmates
recycle their garbage.
 Have students identify what items they could have recycled over a week’s
time. List down the items.
 Discuss which natural resources would be conserved if the items were
recycled.
 Have students report back what they observed in the next lesson.
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LESSON 2: RECYCLE II
Environmental Objective: Identify common ways to recycle in our daily lives.
Materials Needed
 Newspapers, aluminum cans, plastic bottles, boxes colour-coded to match
marked (metal, paper, plastic) bins for recycling
 Pictures of recyclable and non-recyclable items
Background for the Teacher
 Recycling includes collecting, sorting and processing certain solid waste into raw
materials for re-manufacture into new items.
Language Objectives
1. Review simple present tense first person singular and plural
2. Introduce second person. Example: “You recycle newspaper.”
3. Introduce third person singular.
Examples: “He recycles ___________.”
“She recycles __________.”
4.
Introduce plural forms with “s”.
Example: “She recycles ___________(s)”.
Vocabulary
Aluminum can (s)
newspaper (s)
natural resources
plastic bottle (s)
recycle
conserve
Procedures
1. Arrange recyclables and receptacle boxes on the table. Have several examples of
each recyclable on the table.
2.
Review with class: “I recycle ___________.” “We recycle _______________.”
3.
Have class provide choral response.
4.
Repeat with “He recycles _________.” “She recycles __________.”
5.
Reinforce plural “s” forms: “I recycle plastic bottles.” “We recycle plastic
bottles.” Hold up examples as the class repeats the activity. Repeat for all items.
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6.
Form small circles of 6 to 8 students and model.
7.
8.
“I recycle newspaper.” “You recycle newspaper.” Point to a person and
accentuate “you”. Continue around the circle, passing the items as they speak.
Change the items until every group has used newspaper, can(s), and plastic.
9.
Discuss other ways to recycle in our daily lives.
10. Identify the natural resources. Ask how recycling helps to conserve natural
resources.
11. Have students complete Worksheet #2.
12. Assign Home Support Activity:
 Have students create a recycling-related picture with a younger family
member, friend or classmate.
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LESSON 3: REUSE
Environmental Objective
 Identify reuse of common items normally thrown away.
Materials Needed
 Pictures of items that can be reused
 Plastic bottle, aluminum can, glass jar
Background for the Teacher
 There are many creative ways to reuse items which might normally find their
way into the bins: old shoe boxes can be used for storage, plastic containers for
planters, etc. Students can also donate or give away items rather than throwing
these items into the bins.
Language Objectives
1. Interrogatives with “How”
2. Responses with “Can” for possibility
Vocabulary
aluminum can (s)
plastic container (s)
newspaper (s)
magazine (s)
jar (s)
reuse
produce
source
reduction
garbage
product (s)
natural resources
recyclable
Procedures
1. Explain to the class that reuse of an item is a way to save our natural resources.
2. Pair students or create small groups of three to discuss how to reuse each of the
items shown in the picture.
3. Allow students three to five minutes per item to brainstorm.
4. Have students report to class by pairs or groups. Ask: “How can you reuse a glass
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jar?”, “How can you use a plastic container?”
 I can reuse a glass jar to/for _________.
 I/we can reuse plastic containers for/to ________.
 I/we can reuse plastic containers for/to ________.
5. List responses on board. Review how reuse of items reduces the amount of
garbage, contributes to source reduction, and conserves resources.
6. Have students complete Worksheet #3.
7. Assign HW:
 Ask students to reuse an item in a creative way.
 Have them bring the item(s) to class for display.
 Vote on the most creative, prettiest, etc.
 Have students report back what they observed and display their creative reuse
of items in the next lesson.
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LESSON4: REDUCE
Environmental Objective: Identify easy ways to reduce the amount of garbage.
Materials Needed
 Pictures
 Poster (Appendix 3)
Background for the teacher
There are many other ways in which we can avoid adding to the amount of garbage.
Some manufacturers package their products with oversized polystyrene foam.
Students should be made aware of excessive packaging and how to minimize it, if
possible. One way to minimize packaging is to buy in bulk. Other ways to reduce
waste include ordering the appropriate amount of food, donating unwanted items to
charities, holding a class swap meet to exchange unwanted items, and buying at
garage sales.
Language Objectives
1. Interrogative words: How, Which
3. Plural forms
Vocabulary
charity (ies)
donate
church (es)
kitchen waste
Xmas waste
unwanted packaging
exchange
garage sale (s)
swap meet
Procedures
1. Review how reducing waste helps to reduce the amount of garbage. Have the
students repeat, “We buy in bulk.” “We donate old clothes.” “We swap items we
don’t need for items we do need.”
2.
Have the students to pair off and allow them to speak in their native language.
Assign students to think of other ways to reduce the amount of garbage. Ask
“How can we reduce the amount of garbage?”
3.
Bring the class back together and have the pairs report their ideas.
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4.
List their ideas on the board.
5.
Emphasize the value of donating unwanted items to churches or charities. Ask
students which local churches or charities might welcome donations.
6.
Ask students if anyone ever gave a friend or family member something they no
longer used. Share the idea of a swap meet where students bring in items they no
longer want, and, in turn, swap or give the item to fellow classmates. Emphasize
how the leftover items could be donated to a church or charity.
7.
Using the students display the items collected and conduct an in-class swap meet.
Donate any leftover items.
8.
Summarize ways to reduce the amount of garbage. Emphasize how reducing the
amount of garbage conserves natural resources.
9.
Assign HW:
 Assign students to collect unwanted but usable items to either swap in class
or to donate to a specified church or charity.
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LESSON10: Let’s go GREEN Poetry Writing
Environmental Objective: Identify ways to protect the environment in everyday life
Materials needed
 draft papers
 scissors
 colour pencils
Background for the Teacher
 Appendix 2
Language Objectives
 Express ideas on how to protect the environment in the form of an acrostic poem.
Vocabulary
Reduce
Reuse
Reject
Repair
Recycle
Unplug
Eliminate
Volunteer
Zero emission
Procedures:
1. Discussion on things people can do to protect the environment.
2. Review the 5Rs and ways to save energy in daily life.
3. Introduce the format of an acrostic poem.
 An acrostic is one where you choose a word or name and use each letter in
the name as the beginning of a word or line that tells something about that
person or topic.”
4. Write an example on the board.
 Example: An acrostic poem using the word "EARTH."
Eliminate unnecessary car trips.
Always turn off the lights when you leave a room.
Reduce, reuse, reject, repair and recycle.
Turn off and unplug electronics when not in use.
Help make a difference in where you live.
5. In groups, students brainstorm things that they can do to protect the environment.
6. Distribute the Worksheet #4 and give students the instructions.
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

7.
Remind students to write their first draft on their own draft papers first.
Students write their own acrostic poems about protecting the environment
by completing the worksheet.
 Students colour and decorate their own poems. Then cut out the flower
templates and submit them to the teacher for correction.
Post students’ work on the bulletin board for sharing.
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Appendix 1
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為何有些膠樽不能回收？
因部分膠樽盛裝液體後難於清洗，清洗工序所需的資源遠大於回收膠樽的價值，
故不建議回收，如：生油樽、汽車機油樽、汽車潤滑油等；另外，石油產品於塑
膠回收生產過程中會產生化學作用，影響回收產品，故不能進行回收。
注意事項：
回收前應將所有膠樽內的液體傾倒並清洗乾淨，以防止二次污染，因回收技術的
改進，膠樽上的標籤和樽蓋不用另外清理。
如何區分鋁罐及鐵罐?
相同體積下，鋁罐較鐵罐輕，鐵罐多接駁口，市面上多數罐裝咖啡為鐵罐。
為何有些紙類不能回收？
回收紙類主要是收集紙纖維，但有些紙類製品紙纖維含量小，不具回收價值如：
紙包飲品盒；另外有部分紙類製品經使用後，除弄污其他回收物品外，亦會衍生
二次污染，故不建議回收：如、紙杯、紙碟、紙餐巾、廁紙、抹手紙等；當然，
還有部分不屬紙纖維製品，如膠紙、複寫紙。
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Appendix 2
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Appendix 3
1. 何謂 5R？
Refuse
拒絕不必要購物
Reduce
減少製造垃圾
Reuse
重複利用資源
Repair
修復再用
Recycle
分類回收
2.

如何從生活中的衣、食、住、行實現 5R？
衣：
 購物前：停一停、諗一諗、有需要！才購買；
 自備環保購物袋，減少使用膠袋/紙袋；
 舊衣物可捐贈予慈善機構或有需要人士。

食：
 減少購買過量包裝的食物及一次性用具；
 多菜少肉(由於飼養家畜會排放大量溫室氣體)；
 可自備保鮮盒購買麵包，減少使用膠袋！

住：
 冷氣開放時，請將溫度調致 25.5℃！
 養成離室切電的好習慣！
 可於課室/家居種植綠色植物，既美觀又可綠化！

行：
 綠色出行 你我同行
 多步行，既環保又健康；
 選擇乘坐公共交通工具；
 與親友共乘；
 停車超過三分鐘，請熄匙；
 定期一天不開車。
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Worksheet #1
Name: ________________________________
Date: _________________
Fill in the missing letters.
1.
I
__ __ __ __ __ __ __
newspaper.
2.
I recycle aluminum __ __ __ __ .
3.
I recycle __ __ __ __ __ __ __.
4.
I do not recycle __ __ __ __
5.
__ r __ __ __ __ __ __
6.
W__
__ __ __ __ __ __ __
7.
W__
r __ __ y __ __ __
8.
We __ __ __ __ __ __ __ c __ __ __ .
9.
We do not __ __ __ __ __ __ __
__ __ __ __ __ __ .
newspaper.
aluminum __ __ __ __
n __ __ __ __ __ __ __ __ __ .
used
t __ __ __ __ __ .
10. __ e __ __ __ __ __ __ __ p __ __ __ __ __ __
[Type text] .
bottle.
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Worksheet #2
Name: ________________________________
Date: _________________
I, You, and We
A. Complete
1.
A __ __ __ __ __ __ __ __
C __ __
2.
P __ __ __ __ __ __ B __ __ __ __ __
3.
P __ __ __ __
4.
N__ __ __ __ __ __ __ __
B. Complete
1. I recycle metal.
W __
a __ __ __ __ __ __ __ __
Y __ __
c __ __ __.
a __ __ __ __ __ __ __ __
c __ __ __.
2. I recycle plastic.
W __
__ __ __ __ __ __ __ __ __ __ __ __ bottles.
Y __ __ __ __ __ __ __ __ __ __ __ __ __ __ bottles.
3. I recycle paper.
W __
__ __ __ __ __ __ __ n __ __ __ __ __ __ __ __ __ .
Y __ __
[Type text] __ __ __ __ __ __ __
n __ __ __ __ __ __ __ __ __ .
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Worksheet #3
Name: ________________________________
Date: _________________
1. How can you reuse the bottle?
I can reuse it for a _________________________________.
2. How can we reuse the glass jar?
We can_______________________ it for _______________.
3. How can they reuse the magazine?
They can reuse the_______________ for _______________.
4. How can we reuse the grocery bags?
We can reuse them for ______________________________.
5. How can we reuse the boxes?
_______________________________ for ________________.
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Worksheet #4 - Let’s go GREEN Poetry Writing
Name: ______________________________
Date: _________________
E ____________________________
Write an Acrostic Poem using the word below. Then colour and cut it out
N _____________________________
V ______________________________
I ______________________________
R ______________________________
O ______________________________
N ______________________________
M ______________________________
E ______________________________
N _____________________________
T __________________________
Date: ___________
[Type text] Name: ___________
Class: ___________
Class No: _____
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Extra Worksheet - Let’s go Green Word Puzzle
Name: ______________________________
Date: _________________
The Earth is counting on your help! Can you find these words related to
garbage, energy and eco-friendly issues?
A D I
S
P
O S A L O I
R S O
L
A R D N I
U E K I
T
C H E N S R
N N C L
A C A W
M P X C
W A S T E T B
C P U L
N Y S
S
I
T
U O F C A V
I
O C R
P
T W T
U F V C T S
N A E W I
L E
A
P
L
A R N
N I
L C Z Y
W I
A E E
L D O
S
R X N
D E M E
U R Y O
Y
Y L U H U F
E S R V
S
E F
M E Q R
O
E P B E U F
R T E O
S
Q U E
A R E B
O
T T L E L D
A I
I
U S
R
T
Y D R
O
U E U G T T
T C T U
M A E
A
G A D B
C
T R E U S E
O I
E
C
I
D
A L L H J
A
R L U T
O I
H L A M R
E H T O E G
X P L E
I
C T T
S S U E A
Y T I
E L E
C
T R I
U S E D
T
I
E L
N N
L T
S
V
R
T S
D
C Y O E
E
Y A I
Y L V R
Z
X Q O
Word Bank
Aluminum
Bottle
Brown
Blue
Can
Disposal
Electricity
Fuel
[Type text] Geothermal
Hydroelectric
Incinerator
Jar
Kitchen waste
Landfill
Magazine
Newspaper
Oil
Plastic
Quality
Refuse
Reduce,
Reuse
Repair
Recycle
Solar
Tidal
Used Tissue
Volunteer
Wind
Xmas waste
Yellow
Zero Emission
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