Comprehensive practical activity case "How much do you know about snacks"

1 It is children's nature to love to eat piles of food. Some children even prefer not to eat or eat snacks. However, many children's parents regard snacks as a scourge and resolutely refuse to let their children eat snacks.

Every day after school at noon and afternoon, students "taste" the fried chicken legs and tenderloin on the stalls at the crowded campus gate and busy roadside; At the gate of the crowded shop, students ate popsicles and drank soda with relish ... it is not uncommon to leave garbage bags behind; Some students also secretly bury their heads in class; The road at the school gate is full of peels and scraps of paper, and the snack bags on the stairs are floating in the wind. Eating snacks by students has posed a serious threat to the health of the school.

What exactly is a "snack"? We can use our information technology knowledge to investigate and study, and uncover the true face of "snacks".

Second, the topic is put forward

At present, the types of snacks can be roughly divided into: candied fruit, fruit juice, puffed food, cakes, animal protein and so on. Snacks, as the name implies, are foods other than meals. For dinner and staple food, it plays an additional and auxiliary role. Therefore, it also plays an additional supporting role in providing nutrition. Such as melon seeds, peanuts, raisins, Chinese dates, preserved fruits, hawthorn and so on. , can provide a small amount of protein, vitamins and trace elements for the human body, and can also be beneficial to oral health when chewing, so there is no need for many parents to talk about the discoloration of snacks and reject snacks altogether. I'm afraid this is suspected of "abandoning food because of choking."

I decided to lead my classmates to conduct a more in-depth and comprehensive survey with "How much do you know about snacks" as the research theme, hoping to attract students, parents, teachers and relevant social departments to pay attention to the problem of snacks and their health of primary school students and jointly carry forward the traditional virtues of thrift. After discussion, the following sub-topics of activity research were determined:

1, snack consumption survey.

2. Snack market survey.

3. Is eating snacks good for your health? How to eat, what to eat?

Can I buy snacks from vendors?

5. Changes in snacks.

……

Based on the above sub-topics, each activity group chooses a topic to carry out activities and research in combination with the personality characteristics of this small level.

Third, the research objectives

(A) the overall goal

Through investigation and interview, field experience, online access to information, statistical analysis and other forms, students are trained to establish a correct concept of consumption and learn to consume reasonably, economically and scientifically.

(2) Specific objectives

1, cognitive goal

By understanding the situation of the first person in this class owning and using pocket money, we can understand our own consumption view, establish a correct consumption view, cultivate good consumption behavior, and learn to safeguard consumers' rights and interests in the process of planning and using pocket money.

2. Ability objectives

(1) By understanding the use of pocket money, cultivate students' ability to find and think about problems.

(2) Exercise students' ability of collecting, sorting, summarizing and processing information through activities.

(3) By understanding your daily consumption, I initially realized the importance of reasonable consumption.

3. Emotional goals

Cultivate students' planned consumption habits and infiltrate students' awareness of saving. Eating snacks is harmful to health and seriously affects growth and development.

Fourth, the activity process

The first stage of preparation

(a) Thematic subgroups

1. Introduce the theme of the activity from four pictures. Ask questions after students exchange their feelings about the pictures in groups:

……

2. Students search for information through various channels.

(1) survey classmates.

(2) discussion.

(3) Pay attention to the students around you.

(4) Check relevant information online.

Students write down their initial ideas.

3. Students form four groups according to their own specialties and hobbies.

Group 1: Snack source group

Group 2: Snack Market Group

Group 3: Snacks are good and bad.

The fourth group: vendor snack group.

(2) Make a plan

Each group democratically elects a team leader, and each group makes detailed and feasible activity plans according to sub-projects.

The second stage of implementation

1, snack source group

Activity purpose:

Through investigation, interviews and other means, we can investigate the source of students' snacks, cultivate and help students improve their ability of collecting and processing information, improve their communicative ability of collecting and writing news, and sort out, analyze and cultivate their language expression ability.

Activity flow:

(1) Group Division of Labor

(2) Questionnaire survey

(3) Random interview

(4) Integration of results

The first step: under the organization of the sub-project leader, all the research groups get together to exchange and learn. Everyone is happy with the information obtained through their own personal practice. Some students buy snacks from unknown sources, which makes students feel at a loss.

Step 2: Integration

Attached questionnaire:

(1) Do you think primary school students should have their own snacks?

A should be b should not be.

(2) Where do your snacks mainly come from?

A's parents bought it, B's relatives bought it, C bought it himself, and D earned it from scrap.

(3) Did you take money from home to buy snacks?

A did, and B didn't.

(4) What kind of work are you willing to do to buy snacks for pocket money?

A washes dishes, b washes clothes, c takes out the garbage, d runs errands, and e exchanges through transactions.

2. Snack Market Group

Objective: To understand students' acquisition of snacks through investigation, and to cultivate students' ability to observe, investigate and analyze things.

Activity flow:

(1) Group Division of Labor

(2) Questionnaire survey

(3) Random interview

(4) Integration of results

Eating snacks is a harmful group.

Activity purpose:

By investigating students' investigation of snack market, we can cultivate students' investigation and analysis ability and cultivate students' correct concept of diet.

Activity flow:

(1) is divided into questionnaire survey, random interview, parent interview and score integration.

(2) Questionnaire survey

(3) Field interview

(4) Interview with parents

(5) sorting out the results

4, vendors snack group:

Activity purpose:

Through interviews, surveys, experiments, photography and videos, students are educated to know what "three-no" products are, and eating these "three-no" products is harmful to health.

Activity flow:

(1) Grouping: Sub-topics are divided into call, design and storage, and comprehensive report.

(2) Call: Teachers and students launch a proposal of "refusing snacks".

(3) Design a donation box for the caring group: design a love box for everyone.

(4) Comprehensive report: Under the organization of the team leader, the team members exchanged ideas together. Everyone agrees that pocket money should be used reasonably, and the surplus can be saved and donated to local welfare homes. They also read out the proposal of "refusing snacks" and called on all teachers and students to be thrifty and contribute to Project Hope.

The third stage achievement display

1, lead:

Students, through this period of investigation, observation and personal experience, I believe you have a very deep understanding of yourself and other children who eat snacks. Please show your activities!

2. Report in groups.