A study on how to promote primary school students love for nature vi the topic palnts and animals in grade 2 nature and society

28 CHAPTER 2: USING ACTIVE TEACHING METHODS TO PROMOTE PRIMARY SCHOOL STUDENTS’ LOVE FOR NATURE VIA THE TOPIC "ANIMALS AND PLANTS" IN GRADE 2 NATURE AND SOCIETY .... This has prevented m

HANOI METROPOLITAN UNIVERSITY

FACULTY OF EDUCATION

TRAN THI HUONG

A STUDY ON HOW TO PROMOTE PRIMARY SCHOOL STUDENTS’ LOVE FOR NATURE VIA THE TOPIC

“PLANTS AND ANIMALS” IN GRADE 2 NATURE AND SOCIETY

GRADUATION THESIS Primary education

Hanoi, May 2023

HANOI METROPOLITAN UNIVERSITY

FACULTY OF EDUCATION

TRAN THI HUONG

A STUDY ON HOW TO PROMOTE PRIMARY SCHOOL STUDENTS’ LOVE FOR NATURE VIA THE TOPIC “PLANTS AND ANIMALS” IN GRADE 2 NATURE AND SOCIETY

GRADUATION THESIS Primary education

Instructor: Dr Pham Ngoc Son

MA Trinh Phan Thi Phong Lan

(Teacher’s signature) (Teacher’s signature)

Hanoi, May 2023

1

TABLE OF CONTENTS

INTRODUCTION 6

1 The reasons for choosing the topic 6

2 Research purpose 8

3 Research object 8

4 Research questions 8

5 Research missions 8

6 Research methods 9

7 Thesis structure 9

CONTENT 10

CHAPTER 1: THEORETICAL AND PRACTICAL BASIS ON NATURAL LOVE EDUCATION IN TEACHING GRADE 2 NATURE AND SOCIETY 10 1.1 Theoretical basis 10

1.1.1 The concept of Educating children’s love for nature and the role of Educating children’s love for nature in primary education 10

1.1.2 The importance of the topic “Pants and Animals” in Educating children’s love for nature 13

1.1.3 Psychological characteristics of grade 2 students and approach to Educating children’s love for nature 14

1.2 Practical basis 16

1.2.1 Educating children’s love for nature for primary school students in the general education 2018 16

1.2.2 Research on educating children’s love for nature for students at Son Dong Primary School, Hoai Duc District, Hanoi City 21

Conclusion of Chapter 1 28

CHAPTER 2: USING ACTIVE TEACHING METHODS TO PROMOTE PRIMARY SCHOOL STUDENTS’ LOVE FOR NATURE VIA THE TOPIC "ANIMALS AND PLANTS" IN GRADE 2 NATURE AND SOCIETY 28

2.1 Some active teaching methods are used in grade 2 Nature and Society 28

2.1.1 Observation method 28

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2.1.2 Question-and-answer method 31

2.1.3 Practical method 34

2.1.4 The discussion method 38

2.1.5 Role play method 41

2.1.6 Integrated teaching method 45

2.2 Developing lesson plans to promote students’ love for nature vis the topic “Plants and Animals” in grade 2 Nature and Society 48

2.2.1 Content the habitats of plants and animals 48

2.2.2 Content Protecting the habitats of plants and animals 54

Conclusion of Chapter 2 64

CHAPTER 3 EXPERIMENTING WITH LESSON PLANS TO PROMOTE PRIMARY SCHOOL STUDENTS’ LOVE FOR NATURE VIA THE TOPIC “ANIMALS AND PLANTS” IN GRADE 2 NATURE AND SOCIETY 65

3.1 Experimental plan 65

3.2 Object, implementation time 65

3.1 Evaluate the constructed lesson plan 66

3.2 Assessment 71

Conclusion of Chapter 3 73

CONCLUSION AND RECOMMENDATION 74

BIBLIOGRAPHY 78

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DECLARATION OF AUTHORSHIP

I hereby declare that the thesis titled “A study on how to promote primary school students’ love for nature via the topic “plants and animals” in grade 2 nature and society” is my research work, under the dedicated guidance of Dr Pham Ngoc Son and MA Trinh Phan Thi Phong Lan I would like to sincerely thank the lecturers of the Faculty of Pedagogy of Hanoi Metropolitan University for guiding me in the process of implementing this thesis, especially I would like to express my sincere thanks to the teachers, students and parents of Son Dong

Primary School for agreeing to participate in my research

The research results in the thesis are truthful The material used in the thesis is sourced, clear The data reported below and the research results are completely truthful, not plagiarized or copied from any other research All documents cited are clearly sourced I will take full responsibility for any fraud detected or copying in this thesis

I hope that this thesis will be useful to those interested in primary education and contribute to improving the quality of education

Hanoi, May 2023

Student

Trần Thị Hương

4

ACKNOWLEDGMENTS

I sincerely thank Dr Pham Ngoc Son and MA Trinh Phan Thi Phong Lan, who

directly guided and supported me in the process of research this thesis

Dr Pham Ngoc Son enthusiastically guided me on research methods, as well as

provided me with many important ideas to help me complete the thesis in the

best way Thanks Dr Pham Ngoc Son has given his precious time to help me

I also want to express my deep gratitude to MA Trinh Phan Thi Phong Lan, who

enthusiastically guided me throughout the course of the thesis and encouraged

me to constantly strive to complete the thesis in the best way

Finally, I would like to thank all those who have supported and encouraged me

during the course of this thesis Your help and encouragement has helped me to

complete this work effectively and achieve the best results

I sincerely thank

Hanoi, May 2023 Sinh viên

Trần Thị Hương

5

LIST OF FIGURES

Figure 1 Students present love for animals 13

Figure 2 Survey sheet for teachers at Son Dong primary school 23

Figure 3 Survey sheet for Son Dong primary school 25

Figure 4 Result of teacher survey 26

Figure 5 Environmental protection products (Source: Internet) 36

Figure 6 Picture of protecting the environment (Source: Internet) 63

Figure 7 Picture of favorite animal (Source: Internet) 64

Figure 8 Homework of writing a paragraph expressing the love for nature 64

LIST OF AND TABLES Table 1 Result of teacher survey 25

Table 2 Exercise sheet 31

Table 3 Worksheet 37

Table 4 Worksheet of lesson 12 59

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INTRODUCTION

1 The reasons for choosing the topic

Nature plays an important role in every one's life However, with the rapid development of science and technology, people gradually keep distance with nature It can be seen that it is the worship of people that has caused Mother Nature to rise up with rage such as storms, floods, forest fires, droughts, We are constantly harming nature, causing water pollution, forest fires to increase, floods that cause loss of life and property The world has been trying to repair that damage However, the only way to reduce all natural disasters is to live peacefully and protect nature To do that, we need to promote educating students

to love nature, only by loving, preserving and protecting nature can we really live in harmony with nature and thereby minimize all natural disasters If we overuse resources without knowing how to reforest, use scientific water, we will live in a polluted environment and we will suffer the consequences of that pollution

Promoting the love for nature plays a very important role for primary school students because this is an important period to form values, skills and attitudes about nature, environment and nature protection Helps develop observation and analysis: Education about nature helps elementary students develop the ability to observe and analyze natural phenomena They can learn about plants and animals, their growth and development processes This helps students better understand the relationship between people and nature, thereby making appropriate decisions to protect the environment Strengthens mental and physical health: Exposure to nature helps primary school students improve their mental and physical health Playing and living in the open space helps them reduce stress and improve their mood In addition, activities such as planting

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trees, taking care of the garden, and exercising outdoors also help to enhance the physical health of students Help students understand and care about environmental protection: Education about nature helps primary school students understand the importance of environmental protection They will better understand the impact of human activities on the environment, thereby forming a responsible attitude and contributing to the protection and sustainable development of the environment

Currently, promoting the love for nature in general and primary school students in particular has not been paid enough attention Education about nature for primary school students is facing many challenges and needs special attention In today's technologically advanced era, primary school students often spend a lot of time on computers, mobile phones and other electronic devices This has made them less time to explore, learn and experience with nature In addition, with the development of urbanization, people's living space becomes more and more limited, causing difficulties in accessing nature This has prevented many primary school students from being able to recognize, appreciate and understand important natural values, affecting their thinking and vision of the world around them

With the topic "A study on how to promote primary school students’ love for nature via the topic “plants and animals” in grade 2 nature and society”, I think that this is a very valuable and necessary topic in this era Currently The promotion of love for nature will help students have basic knowledge about plants and animals, thereby helping them to take actions to protect the environment around them Moreover, it helps students to have knowledge about the environment, especially about plants and animals This not only helps students better understand the diversity and beauty of nature, but also helps them

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develop values such as respect, love and protection of the environment Especially, for grade 2 students, this is a very important time to create curiosity and eager to learn about the world around I hope that choosing this topic will help students have the opportunity to have access to valuable educational knowledge and experiences, thereby helping them to grow up and be able to

contribute to build a sustainable and peaceful community

2 Research purpose

Proposing active teaching methods in grade 2 Nature and Society to promote primary school students’ love for nature

3 Research object

Object: Promote primary school students’ love for nature via the topic “plants

and animals” in grade 2 nature and society

Research scope: Students of Son Dong primary school

4 Research questions

- How is love for nature presented in grade 2 Nature and Society curriculum?

- How to promote the quality and effectiveness of education primary school students’ love for nature via teaching grade 2 Nature and Society?

5 Research missions

- Research the expression of love for nature at primary school age

- Research and investigate natural love education via the topic Animals and Plants in grade 2 Nature and Society

Theoretical research methods

Analysis and synthesis methods

Statistical and classification methods

7 Thesis structure

In addition to the Introduction, the Conclusion, the List of references, the Content is divided into 3 chapters:

Chapter 1: Theoretical and practical basis on Educating children’s love for nature

in teaching of grade 2 Nature and Society

Chapter 2: Using active teaching methods to promote primary school students’ love for nature via the topic "Animals and plants" in grade 2 Nature and Society Chapter 3 Experimenting with lesson plans to promote primary school students’ love for nature via the topic “Animals and Plants” in grade 2 Nature and Society

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CONTENT

CHAPTER 1: THEORETICAL AND PRACTICAL BASIS ON NATURAL LOVE EDUCATION IN TEACHING GRADE 2 NATURE AND SOCIETY 1.1 Theoretical basis

1.1.1 The concept of Educating children’s love for nature and the role of Educating children’s love for nature in primary education

1.1.1.1 The concept of Educating children’s love for nature

According to Richard Louv: “Nature education is the process of helping

students develop an understanding and appreciation of the natural environment, especially plants and animals, and to awaken a sense of love and respect for nature This education helps students realize that they are part of nature and have an important role in protecting and conserving the living species on Earth.” [1]

According to Nguyen Thi Minh Ngoc: "Educating children’s love for

nature is an educational process that aims to help students have a deep understanding of the natural environment, especially about plants and animals, thereby arousing in them love and respect for nature, and forming human values, protect the environment, protect lives and improve the quality of human life” [2]

According to Pham Ngoc Bao Ngoc: "Educating children’s love for

nature is the process of educating people's souls, emotions, thoughts and actions with nature, in order to evoke and develop the values of love, love and responsibility for the natural environment, thereby helping people form a sustainable living concept, balancing economic benefits and environmental protection.” [3]

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From there, it can be concluded that Educating children’s love for nature is an educational process that aims to help students have a deep understanding of the natural environment, especially about plants and animals, thereby arousing in them love and respect for nature, at the same time forming human values, protecting the environment, protecting lives and improving the quality of human life

1.1.1.2 The role of Educating children’s love for nature in Primary

education

Educating children’s love for nature plays an important role in primary education because it helps students understand and respect nature When students gain knowledge of plants and animals, the mechanics of nature, and environmental issues, they develop a love and respect for nature and living things

In addition, educating children’s love for nature also helps develop scientific thinking for students As they learn about plants and animals, they will develop skills in observation, analysis, reasoning, and problem-solving This helps them develop their logical and scientific thinking abilities, and encourages them to explore and explore the natural world around them

Furthermore, educating children’s love for nature also encourages students

to participate in outdoor activities, helping them gain more practical experience and develop habits of movement and exploration These activities help them better understand the relationship between humans and nature, and encourage them to protect the environment and the lives of living things

In topic Plants and Animals, according to Andrea Gibbs: Inquisitive students and children are always asking questions because they have a natural

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desire to study They may ask questions such as "Why is the sky blue?" or "How

do we know the earth is round?" This curiosity indicates that they are reflective and require opportunities to study and develop By teaching children about plants and from a young age, we not only help them understand the significance of plants for our world, but we also encourage them to explore and study more about various aspects beyond nature [4]

Analogously, primary school students are naturally curious about and interested in animals Those who grow up in homes with animals commonly show a willingness to participate in directly caring for them, such as feeding, grooming, and talking to them Obtaining animals “for the children” is reported

by over 60% of American households with animals, highlighting the benefits that animal ownership can provide to young children and the value adults place on the relationships between children and animals While adults appreciate companion and charismatic animals for their roles in nature, children value animals simply because they exist This perspective is significant as it illustrates

a distinct view and relationship with animals that values their intrinsic worth for being living creatures, not simply for the services or benefits they provide Animals are recognized for their agency and autonomy, rather than solely for their companionship, amusement, or products, as is commonly held by many adults Analogously, animals are valued for themselves [5, p 48]

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Figure 1 Students present love for animals

1.1.2 The importance of the topic “Pants and Animals” in Educating

children’s love for nature

Plants and animals are integral elements of the natural environment and play a very important role in human development Educating children’s love for nature via the topic “Plants and Animals” helps students gain a deep understanding of plants and animals, thereby arousing love and respect for nature Furthermore, through learning about plants and animals, students will learn how to care for and protect the environment, as well as contribute to the protection of animals and plants on earth The topic “Plants and Animals” also helps students better understand the ecological cycle and natural processes in nature, thereby forming a sense of environmental protection and improving the quality of human life

The topic “Plants and Animals” also helps students develop observation skills, logical thinking, emotional intelligence and empathy for the creatures around them In addition, education about the love of nature through the theme

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of plants and animals also helps students develop skills of communication, exchange, cooperation and respect for the opinions of others in the learning process Specifically, when learning about plants and animals, students are encouraged to participate in direct activities such as planting trees, observing species in nature, learning about plant habitats, learning about the living and living habits of animals This helps them better understand the development and survival process of plants and animals, and also realize the importance of protecting and preserving their habitat In addition, participating in activities such as implementing projects to create orchards, lawns, aquariums, birds, animals and carrying out projects related to the environment can help students better understand the importance of protecting and developing their surroundings at the same time forming values of respecting, loving and protecting nature

Therefore, the topic “Plants and Animals” is an important part of Educating children’s love for nature and plays a very important role in forming personality and human values for students

1.1.3 Psychological characteristics of grade 2 students and approach to

Educating children’s love for nature

Grade 2 students are considered essential to access nature education, as this is the age when they are able to absorb and develop knowledge about nature very quickly This can help children develop a sense of love for nature, forming values that protect the environment and protect life

The personality of grade 2 students depends on many factors such as living environment, family, education, experience, but there are some common characteristics that are determined Psychologically, children at this age have a

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rich imagination, curiosity, inquisitiveness, love to explore and experience However, grade 2 students also have impatient personalities, lack of self-control and difficulty concentrating for long periods of time

The book “Primary Psychology” [6] states that primary school students have the following psychophysiological characteristics:

Firstly, the development of intellect, logical thinking, analytical, reasoning, abstract thinking and the ability to solve simple problems Therefore, when teaching grade 2 Nature and Society, it is necessary to use many images, organize activities outside the classroom so that students have the opportunity to interact with the world of animals and plants to help students acquire knowledge through practice

The second is emotional, children are suitable around familiar people, love

to be cared for and cared for, which shows that they develop a lot of affection in primary school, so when teaching grade 2 Nature and Society in particular, teachers need to foster a love of nature by teaching methods integrated with subjects such as Fine Arts, Vietnamese for students to express and express their feelings, in order to increase the love of nature in general, love for the world of animals and plants in particular

The third is personality and behavior, children have a diversity of personalities, there are obedient and loyal children, but there are also naughty and difficult to control Because of this, the application of many teaching methods in the process of promoting primary school students’ love for nature is very important Diverse active teaching methods can meet the diversity of children's personalities, students will feel that their personalities are respected

1.2 Practical basis

1.2.1 Educating children’s love for nature for primary school students in the general education 2018

According to the 2018 general education, primary school students need to

achieve a number of qualities such as: patriotism, compassion, hard work,

honesty, responsibility In particular, one of the manifestations of patriotism is to love nature and have practical deeds to protect nature; Responsible qualities

include responsibility for the living environment: Conscious of caring for and

protecting trees and useful objects, awareness of environmental hygiene, not littering indiscriminately, disagreeing with acts of infringing on nature [7, pp

38, 43] Thus, educating children’s love for nature for primary school students

today is very important because the expression of love for nature shows patriotism, besides, love of nature also shows the responsibility of children to the

environment and the society

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Specifically, in the grade 2 Nature and Society program, students have accessed to 6 topics (Family, School, Local Community, Plants and Animals, People and Health, Earth and the Earth) in which the topic "Plants and animals" includes 2 contents: Habitat of plants and animals, Protecting plant and animal habitats

Table 1 Requirements to be met of “Plants and Animals” [8]

Content Requirements to be met

Habitat of plants and

animals

- Ask and answer questions about where plants and animals live through actual observations, pictures and (or) videos

- Name and habitat of some surrounding plants and animals

- Classify plants and animals according to habitat

- Investigate some of the plants and animals that are around and describe their habitat

Protection of habitats

of plants and animals

- Collecting information about some human activities that can change the habitat of plants and animals

- Explain at a simple level the need to protect the habitats of plants and animals

- Mention activities to protect and limit the change of habitats of plants and animals and share them with those around them

With these 2 contents, each current book series has a different program distribution but all ensure full content according to the general education 2018

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Table 2 Content of “Plants and Animals” in books series

Name of book series Name of lesson Content

Chân trời sáng tạo

Lesson 14: Where do plants live?

- Living place of plants

- Names and habitats of some surrounding plants

Lesson 14: Where do animals live?

- Living place of animals

- Names and habitats of some surrounding animals

Lesson 16: Protecting the habitat of plants and animals

- Some human activities change the habitats of plants and animals

- Activities to protect and limit habitat changes

of plants and animals Lesson 17: Practice

understanding the habitats of plants and animals

The habitat of surrounding plants and animals

Cánh diều Lesson 11: Habitat of

plants and animals

- Habitat of some species

- Classify plants and animals according to

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habitat

Lesson 12: Protecting the habitat of plants and animals

- Human activities affect the habitat of plants and animals

- Necessary activities to protect the habitat of species

Lesson 13: Practice understanding the habitats of plants and animals

- Investigate the habitat

of surrounding species (around the living area)

Kết nối tri thức

với cuộc sống

Lesson 14: Where do plants live?

- Name and classify the habitats of some terrestrial and aquatic species

Lesson 14: Where do animals live?

- Name and classify the habitats of animals

Lesson 18: What should

be done to protect the habitat of plants and animals?

- Reason of loss of habitat for animals and plants

- Activities to protect the habitat of plants and animals

- Take measures to improve the habitat for those species

Thus, the books "Chân trời sáng tạo" and " Kết nối tri thức với cuộc sống " have the same approach to knowledge, both teaching knowledge about plants and animals in two separate lessons, the book " Cánh diều" teaches about plants and animals in the same article Although the approach is different, the content

of knowledge in the books is still guaranteed to be complete However, in order

for students to be able to meet the requirements under Resolution No 29/NQ-TW

dated November 4, 2013 on fundamental and comprehensive renovation of education and training to meet the requirements of industrialize, modernize in the context of a socialist-oriented and international integration market economy,

teachers need to apply integrated teaching methods, active teaching combined with teaching techniques to make lessons more effective As a result, raising students' awareness of love for nature

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1.2.2 Research on educating children’s love for nature for students at Son Dong Primary School, Hoai Duc District, Hanoi City

1.2.2.1 The current context of Educating children’s love for nature for

students at Son Dong Primary School

Purpose of the survey: I conducted this survey to study the current context

of Educating children’s love for nature at Son Dong Primary School, Hoai Duc District, Hanoi City

Survey subjects: 10 teachers who worked as homeroom grade 2 teachers

- Grades 2A1 and 2A2 at Son Dong Primary School (have

a total of 70 students)

Survey content: Survey content on the current context of Educating

children’s love for nature in Nature and Society through answer sheets for teachers and students

Survey method: Survey by distributing questionnaires to each teacher and

student in class 2A2

The teacher survey includes multiple-choice questions about teaching methods and techniques that teachers are using in teaching Natural and Society,

as well as the teacher's level of interest in the subject

Survey sheet (for teachers)

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a As a sub-subject, don't focus too much effort on preparing the lecture

b Just pay enough attention, ask students to answer all the questions in the book, the class will be successful

c Natural and Society is important after Math, Vietnamese, is a subject that needs to be completed after Math, Vietnamese

d It is necessary to arouse children's interest in the subject, curiosity, and want to learn knowledge in the subject

Question 2: What do you think about the use of integrated teaching in grade 2 Nature and Society?

a Unnecessary

b If the general education of the book requires it, I will use it

c Not much experience

d It is very important to inspire students to love the subject

Question 3: According to you, which stage is the best for teaching about love of nature?

a It is not important because students should focus on Math and Vietnamese

b It should only be taught according to the curriculum in the book because this subject does not need to be creative

c More attention can be paid to promote Educating children’s love for

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nature if time permits

d It is very important because promoting Educating children’s love for nature at this age helps children to form a good personality, have the right attitude towards the environment and have a sense of protecting the environment from an early age

Figure 2 Survey sheet for teachers at Son Dong primary school

The survey form for students includes multiple-choice questions to find out about their theoretical knowledge of nature appropriate for their age, and a survey to investigate their actual attachment to nature, through the number of visits, extracurricular activities

Survey sheet (for students) Name:

Question 3: Please put a V on the animals that live on land

d Cuc Phuong Forest

Question 7: Have you ever planted and taken care off a tree until it was big?

Figure 3 Survey sheet for Son Dong primary school

1.2.2.2 Summary of survey results

Through the survey, I collected the survey results on the promotion of teachers' love of nature education, and the context of educating nature love for students at Son Dong Primary School, Hoai Duc District, Hanoi City

Result of teacher survey

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Figure 4 Result of teacher survey

Through the survey results of 10 teachers above, we find that most teachers only stop at teaching based on the requirements in books and available programs, most teachers have not actively researched and applied active teaching methods Using active or integrated teaching methods in 2 grade Nature and Society, or applying STEM teaching to promote primary school students’ love for nature The use of teaching methods to form and develop the quality and capacity of students and promote the active learning of students is very necessary nowadays However, the context shows that in the process of teaching Nature and Society in grade 2 in particular, teachers are not aware that teaching methods are the most important factor in the success of the teaching Nature and Society process

Teaching according to the

curriculum available in the

book

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Result of student survey

Having the opportunity

From the above survey results, we can see that most of the students have a love of nature in general, love of animals and plants in general The number of students who understand theoretical knowledge in class is still small, accounting for more than half, showing that they do not remember the content of the lesson knowledge Through the survey, I found that although the development of technology, children can engage with video games, or social networking sites, they still love to plant trees or play with animals if given the opportunity to be encouraged by adults In fact, the answer is that they want to go to zoos or places with lots of animals and plants The number of 97% of children who love nature

is the result of that survey However, they are still at primary school age, their lives are still dependent on adults, so the opportunity for them to learn from reality, experience, and develop curiosity about nature is not yet available Besides, the knowledge about nature that they have access to is still boring, mainly through books, along with poor teaching methods that make them lose

interest in the subject and gradually decrease curiosity about nature

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Conclusion of Chapter 1

Promoting primary school students’ love for nature is distinguished because unlike the specific subjects of Math, Vietnamese, Nature and Society allow students to experience outside the world, this subject helps them learn about the vast world around them In addition, primary school age is the most suitable period to promote students’ love for nature because at this age they are able to acquire knowledge about nature very quickly However, in reality, the education

of Nature and Society in schools has not been given enough attention Most of the student's time is always focused on calculation ability and practice writing as well as writing essays We need to change the current inadequacies and help students understand that Nature and Society is important because it helps them know about the world around them and the world of plants and animals in particular, how important it is to our lives, thereby know how to live in harmony with nature To help children properly understand and love nature, teaching methods are critical and we need to combine many methods in a lesson to be effective

CHAPTER 2: USING ACTIVE TEACHING METHODS TO PROMOTE PRIMARY SCHOOL STUDENTS’ LOVE FOR NATURE VIA THE

TOPIC "ANIMALS AND PLANTS" IN GRADE 2 NATURE AND

SOCIETY

2.1 Some active teaching methods are used in grade 2 Nature and Society

2.1.1 Observation method

Concept: The observation method is used to teach students how to use the

senses to perceive directly and for the purpose of objects, which are things and phenomena in nature, in order to record information without have an impact on

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the evolution of those things and phenomena (perception is the process of collecting, interpreting, selecting and organizing information from the senses) Thus, in the concept of the observation method, it is necessary to understand correctly and fully two phrases that are to use the senses: to make the most of the senses, to exploit the most effectively when being able to contact objects such as: see, feel, smell, taste, hear…; and directly, purposefully objects: people, plants, animals, objects, natural phenomena, society and daily life to record information: shape, size, color, parts and characteristics of observed objects [9]

The procedure:

Step 1: Select the object to observe

Step 2: Determine the purpose of the observation

Step 3: Organize and guide observations, observe the whole, then go to the parts and details; from the outside and then go inside of the object

Step 4: Organize for students to report the results of their observations on the object

This method helps to promote students' love for nature because when participating in observation activities, students can use most of their senses to detect signs from the learning object, thereby finding knowledge for them lesson Observing and collecting information from which they can compare and classify has formed for students the ability to think and analyze details from the learning object and then synthesize the details to generalize into knowledge lessons, while stimulating students' interest in learning, passionately exploring things in nature, thereby forming cognitive capacity, understanding the surrounding social responsibility environment

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Illustrative example: Lesson 11: Habitat of plants and animals page 66

Activity: Classify animals

Objective: Students distinguish between terrestrial animals and aquatic animals by observing the body parts of the animals

Preparation: The teacher prepares the discussion sheet

Introduction: We already know that some animals live on land, while others live in water And the animal world is so rich, each species has a different shape Does the shape material of each relevant to their environment? (Teacher distributes cards and asks for group discussion 4)

Terrestrial animals Aquatic animals

Identification sign Identification sign

One group presented: (expected outcome)

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Table 2 Exercise sheet

Terrestrial animals Aquatic animals

Cow, dog, camel, tiger, chicken Fish, crab, starfish

Identification signs: All animals

have legs to walk on land

Identification signs: finned animals, starfish move by water repelling

The remaining groups commented and asked questions:

+ Can crabs live on land? - They can move ashore with their claws, but their habitat is mainly underwater

- The teacher comments on the results of the group's presentation, praises good and original questions, and asks students to draw conclusions after observing Ask to find other animals that live on land and in water

- Ask students to draw conclusions from their observations: Terrestrial

species often have legs, feathers, and breathe through their noses Animals that live in water are characterized by having fins, breathing through gills, and slippery skin

2.1.2 Question-and-answer method

Concept: Question-and-answer method is a way of dialogue between

teachers and students, between students based on a system of questions to lead students to come to scientific conclusions, or to apply their own knowledge to

learn the problems of learning, problems of life in nature

The procedure

Step 2: Introduction The teacher introduces the topic and purpose of the question-and-answer session This is the stage to help students understand the topic to be studied and realize the purpose of the question-and-answer activity

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Step 3: Question and answer The teacher asks the students questions about the topic to be studied and waits for the students to answer Questions should use simple, understandable language and ask open-ended questions to encourage students to speak and share their ideas Teachers also need to make sure all students have a chance to answer questions and should not just turn a blind eye to a few students

Step 4: Analyzing the answer The teacher analyzes and comments on the students' answers Teachers should also encourage students to add their own ideas if necessary

Step 5: Summary After the question-and-answer activity, the teacher should summarize the main points and conclusions of the question-and-answer activity to help students better understand the topic

Step 6: Conclusion The teacher summarizes the entire lecture and the content learned in the question-and-answer activity Students should also be encouraged to ask questions if they have doubts and the teacher will provide additional answers

This method promotes primary school students’ love for nature with students because through question-and-answer teachers create in students the need to be aware of participating in solving questions and questions When using the question-and-answer method, the classroom atmosphere is exciting, the students are more active, have more interest in learning, so they develop independent thinking, the ability to express in words; most importantly, through the questions they are answered about the world of plants and animals, making them more curious and desire to learn about nature Thereby promote the love for nature in the children

Teacher's activities Student's activities

Ask the question: Do you have

an aquarium at home?

- Request the student to answer: Who

in your family takes care of the

aquarium?

- Are there times when your parents

are so busy that they don't have

enough time to take care of the

It depends on the individual student

- Parents

- Yes

Depending on the answer, the teacher

can ask more, are there ponds and

lakes around your place? Teacher asks

similarly

Summary: let's summarize the reasons

why the fish become sluggish, or die?

The teacher revise and conclude

- The aquarium is more opaque than usual, a lot of moss grows around the wall of the tank

- They swim slower, and they don't eat as much food as before

- Because the water is not as clean as before

- Because the water around them is dirty

2.1.3 Practical method

Concept: Practical method is a teaching method in which teachers

organize for students to directly manipulate objects in order to help students understand and apply theory into practice, form skills Practical methods help students consolidate the knowledge they have acquired, form skills and good

habits for students, and make the lesson vivid

The procedure

Step 5: Conclusion The teacher concludes the lesson and helps students summarize the new knowledge learned in the lesson Teachers can also prompt questions to encourage students to think more deeply about the topic

Step 6: Evaluation Teachers evaluate the effectiveness of lessons and offer improvement measures to improve teaching quality

This method helps to promote students' love for nature because the practical method helps students to directly plant trees, clean the environment, learn about the world of animals in the environment, and make products with the message protect the environment or be related to nature, help children experience the natural world to better understand nature, thereby respecting, protecting and loving nature more

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Figure 5 Environmental protection products (Source: Internet)

Illustrative example: Lesson 13 Practice understanding the habitats of Plants and Animals (pp 74, 75)

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Activity using the practice method: Consolidation activity

(Practice location, student's equipment has been prepared in advance) The teacher divides the class into groups of 4 students

Teachers guide students to practice observing in nature

+ How to observe on terrestrial species: observe plants or animals on land, look for what other plants and animals are around, for small plants animals, we can use a microscope to observe

+ How to observe aquatic species: Students should practice in places with clear water for easy observation, student can ask adults about the world of aquatic species there

The teacher distributes the worksheet to the students and guides them to fill in the results

Comment (If any)

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frogs

grass, worms The groups present the results of their collection:

Group 1: Terrestrial species: ants, worms, rose plants, longan plants

Aquatic species: Fish, snails, tadpoles

Group 2: Add species (if any)

Group 3: Comment on the results and make additions

The teacher comments on the results of the groups

2.1.4 The discussion method

Definition: A method in which there is discussion and exchange of ideas between teachers and students, between students on a studying issue In teaching about Nature and Society, the discussion method is widely used Discussion can

be conducted in small groups or in whole class

The procedure

In a whole class discussion, students play the main role of being both the questioner and the responder The problem is analyzed from many aspects and there are many conflicting opinions, requiring enthusiastic discussion to find the answer

In a group discussion, the teacher asks a question and assigns each group

to find the answer