1, scientific concept

Air is an invisible, intangible, odorless and tasteless transparent gas. Air does exist around us, and we can feel the existence of air with the help of other objects. Air not only occupies space, but also flows.

2. Process and method

You can feel the existence of air with your senses; The air can be deeply studied by experimental methods; With the help of the "disturbance" of invisible matter to visible matter, invisible matter can be observed; It is helpful for us to make assumptions about possible phenomena before starting the experiment.

3. Emotional attitudes and values

Make students have a strong curiosity and active desire to explore the air, and are willing to share their perception and understanding of the air with their classmates.

Teaching preparation:

Teachers use: 1 sink, 2 transparent cups and old newspapers.

Students use: materials 1, transparent plastic bags, toothpicks.

Material 2, sink, transparent cup, old newspaper.

Teaching process:

Introduction → Preliminary feeling of air with senses → Experimental exploration of air occupying space and air flow → Summary.

Teaching process:

First, import

1. Play the video shot by Yang Liwei on the Shenzhou 5 to stimulate students' love for science and enthusiasm for inquiry.

(1) teacher talking

(2) Play multimedia and the teacher will explain.

Teacher: This is a space photo taken by Uncle Yang Liwei on the Shenzhou 5 spaceship! This blue planet is the earth where we live! This beautiful earth and this magical space have many mysteries waiting for us to explore and discover.

Step 2 ask questions

The teacher pointed to the outer edge of the earth.

Teacher: Do you know what this layer is like fog yarn?

Students express their opinions.

Teacher: Yes, it is the atmosphere! The earth we live in is surrounded by the atmosphere, most of which is air. Have knowledge about air. Do you think it's weird?

Students speak freely.

3. Prompt the topic.

Teacher: Today, let's learn about the air through scientific research.

Teacher's blackboard writing: understanding air

Second, feel the air with your senses at first.

1. Create problem situations and feel the existence of air with your senses.

(1) Teacher: Just now, some students said that the air is around us. Now let's have a look. What do you see in the air?

Health: I can't tell!

Teacher: Touch it with your hand.

Health: I can't touch it!

Teacher: Is there really air around us?

Guide students to feel the existence of air.

(2) Teacher: Air is invisible and intangible, so it is difficult to study. Who will do something?

Students express their opinions.

Teachers and students discuss and demonstrate how to capture air with plastic bags.

Teacher: To study air, we must first capture it. What methods can be used to capture air?

The student said.

Teacher: Which method can make it easier for us to study air?

Guide the students to say that plastic bags are used to catch air. Let a student demonstrate.

3. Guide students to know the air with their senses.

(1) Teacher: With air, what senses can we use to understand it?

The student said.

The teacher writes on the blackboard according to the students' answers.

(2) Teacher: Now the teacher feels the air in the way you teach.

Teacher demonstration

Teacher: The teacher can't feel the air! It seems that it is not enough, so I have to think about it again!

The teacher and the students discussed that a hole should be made in the bag to let the air blow out and then feel it.

Teacher: Let's try it now and see if this method works.

Teacher demonstration

(3) Students catch the air with plastic bags and feel the air with their senses.

(1) The teacher asked for an experiment.

② Students catch the air with plastic bags and feel the air with their senses.

③ Students take notes.

④ Students report and communicate. The teacher reports the blackboard according to the students.

(4) Teacher's summary

Third, the experiment explores that air occupies space and air can flow.

(1) Experiment 1: The Adventure of Paper

The teacher prepares a sink, a transparent cup and old newspapers for each group.

1, the teacher talks

Teacher: The students did a good job just now. The teacher is so happy! The teacher will perform a magic trick for everyone. Are you popular?

2, teacher-student cooperation demonstration, students guess

(1) The teacher found a child as an assistant.

(2) The teacher took a small piece of old newspaper. Show the paper back and forth to the students. Like a real magic show, take it to the students' seats and let them touch it. Then put the paper in the water.

Teacher: If you put paper in water, will it get wet?

After the students answer, let the little assistant pick it up and show it to the students!

(3) The teacher took out a piece of paper, gave it to the little assistant to show it to the students before and after like a real magic show, and took it to the students' seats for them to touch to confirm that it was really an ordinary old newspaper.

Then the teacher picked up the cup and shook it at everyone several times. Then, the teacher asked the little assistant to knead the paper into a ball and force it into the bottom of the cup. After checking, the teacher said to the little assistant, please turn the transparent cup upside down and press it vertically into the bottom of the water.

Next, let the students guess whether this paper will get wet.

Teacher: Can you guess whether the paper will get wet?

Students guess

2, group cooperation hands-on experiment

(1) The teacher asked for an experiment.

(2) Group hands-on experiments, discussions and records.

(3) Teachers tour to help groups with difficulties.

3. Students report and communicate.

4. Teachers and students summarize and draw a conclusion.

Teacher: The water didn't touch the paper, so the paper naturally dried. Why can't water get into the cup?

Student answers

The teacher summed up while demonstrating: Look carefully, there is a large section of the word "empty" in the cup. This part of the cup is occupied by air, so water can't get in, and the paper in the cup won't get wet naturally.

Teacher: Paper won't get wet in water. Let's give this experiment a name! It's called the adventure of paper. From this experiment, we know that air occupies a place, that is, air occupies a space.

5. Experimental expansion

Teacher: What would you do if you were allowed to continue this experiment?

Say it.

(2) Experiment 2. Who drove the water out of the cup?

The teacher prepares a sink and two transparent cups for each group.

1. Teachers create problem situations

(1) The teacher put a cup in water, filled it with water, held it up and asked, let's think about it. What can be used to drive the water out of the cup?

(2) Students express their opinions.

2. Teacher demonstration

The teacher put a cup into the water obliquely, so that the cup was full of water. With his other hand, he turned the second cup upside down and pressed it vertically into the water.

Under water, put two cups together, tilt the second cup, and let the bubbles in the second cup run into the first cup.

3. Students' experiments

(1) The teacher asked for an experiment.

(2) Students experiment, discuss and take notes.

(3) Student report

(4) Communication between teachers and students

(5) Teacher's summary

Teacher: Invisible air flows in visible water to form bubbles, so that we can see the air. This is a very important method in science. Invisible things, we can see with the help of visible things. Science is really interesting, isn't it?

Fourth, summary.

1. Show two pictures of air pollution, and educate students to know how to protect the environment and do what they can.

2. Play the courseware "The principle of submarine's ups and downs", so that students can go back and look for the role of air here.

Lecture materials:

First of all, talk about textbooks.

1, teaching material analysis

"Air" is the content of Unit 2 in the second volume of the third grade of primary school science. "Understanding air" is the first topic in unit "Air". There are two classes in this topic. This class is 1 class of "Understanding Air", which is the initial class for students to explore this natural substance. "Air" is no stranger to students, but what kind of substance it is and what kind of properties it has. These questions can stimulate students' curiosity. The main task of this lesson is to guide students to feel directly (using various senses) and indirectly (with the help of media and experiments): air is colorless, odorless and transparent, it does exist, and it can occupy space. At the same time, let students feel the fun of scientific inquiry in lively and interesting activities and improve their scientific literacy.

2. Teaching objectives

On the basis of in-depth understanding of the textbook, I set the following three activity goals from three aspects: scientific inquiry, emotion, attitude and values and scientific knowledge, combining the cognitive law of junior three students and the reality of our school.

(1) scientific inquiry: guide students to experience the use of senses or with the help of experiments. Observe and explore the process of air flow and "disturbance" to other media, and experience scientific inquiry. Study the "air" problem. (2) Emotion, attitude and values: Through lively and interesting activities, students are stimulated to have a strong curiosity and a positive desire to explore, and are willing to share their feelings and understanding of the air with their classmates.

(3) Scientific knowledge: It is preliminarily known that air is a colorless, odorless and transparent gas; Feel the air is real through other objects; Air can occupy space and flow.

3. Teaching emphases and difficulties

Based on the characteristics of this course and the acceptance ability of junior three students, I set the teaching focus of this course as "feeling the existence and flow of air and knowing that air occupies space"

The teaching difficulty of this course is to cultivate students' ability to analyze the experimental results and draw conclusions.

Second, the situation of students.

The term "air" is no stranger to students. Students have played with balloons, patted balls and seen bubbles in water ... Their understanding of "air" is superficial. But the students did not consciously observe and study the air. Considering the curiosity, rich imagination and active thinking of the third grade students, the teaching design of this course tries to make the inquiry activities lively and interesting and full of suspense, thus arousing students' strong curiosity and desire to explore actively.

Third, talk about teaching methods.

The value of teaching lies in guiding learning. In order to achieve teaching objectives, effectively highlight key points and break through difficulties, I mainly adopt the following teaching methods in teaching.

1, set doubts to stimulate interest

The world in children's eyes is fresh and beautiful, full of surprises and strangeness. Scientific practice can make education enter a beautiful realm, and let the desire and curiosity of exploration accompany the whole life. In this regard, I changed the previous teaching mode and adopted the interactive process of common development to create rich problem scenes for children. Before each activity, ask questions, so that the original knowledge in students' minds collides with the "strange" phenomenon in front of them, arousing strong curiosity and desire to explore. Take an active part in the following scientific observation and inquiry activities with questions. The ancients said, "Learning from doubt is expensive, learning from doubt is expensive". With "doubt", we can explore and gain new knowledge. Therefore, in this class, I adopted the method of "setting questions to stimulate interest", so that students can solve problems in the activities of guessing, observing, discovering, asking questions and verifying guesses in one problem situation after another.

2. Experimental teaching methods

"Experiment" is the main method of scientific research and an important method of scientific teaching. Based on the principle of "teaching with textbooks" instead of "teaching textbooks" in the new curriculum standard, starting from the characteristics of the teaching content of this course (perceiving knowledge by activities), I also adopted "experimental teaching method" in the design of inquiry activities, which strengthened the inquiry of scientific learning and allowed students to experience the endless fun of scientific inquiry and perceive scientific concepts in experimental activities.

Fourth, the methods of speaking and learning

As the saying goes, "it is better to teach people to fish than to teach them to fish." When students master the learning method, they are given the key to open the treasure house of knowledge. Combined with the age characteristics of students, when guiding the learning methods, I closely focused on the teaching objectives and adopted the following learning methods.

1, Observation Perception Method Grasps the teaching focus of this course, and guides students to perceive the various characteristics of air through various observation methods such as seeing, touching, pressing and listening, so that students can feel the air that seems familiar. There are so many mysteries in observation.

2. The curriculum standard of group cooperation method points out that "science curriculum should be geared to all students". Considering students' personality differences and different learning requirements, all students can get all-round development. I use group cooperative learning. Students with good foundation will be driven by those with poor foundation, and their advantages will complement each other and improve together.

3. Experimental inquiry method

The new curriculum standard has established the purpose of "cultivating students' scientific literacy". Under this aim, the goal and task of scientific teaching is to "take inquiry as the core, encourage and organize students to explore like scientists." "Through inquiry, students can not only obtain accurate scientific knowledge, but also learn scientific inquiry methods and develop scientific inquiry ability; It not only makes students feel the process of scientific inquiry, but also cultivates their interest in science and their view of scientific nature. Obviously, experiment is a very effective way to complete the task of science teaching, and it is also an important way for students to imitate scientists to explore. In the process of experiment, we should not only advocate independent, democratic, open and creative inquiry. The third-grade students have just come into contact with science, and it is more important to guide students to conduct standardized operations like scientists. Standardized operation is helpful to master knowledge and cultivate ability. In the experiment, students get the most typical and true perceptual knowledge through standardized operation and accurate observation, and then form concepts and summarize laws smoothly through thinking activities. This not only makes students take fewer detours in acquiring knowledge and methods, but also makes students' observation ability, thinking ability, experimental operation ability and creative ability get the simplest and most effective exercise, so that students' various abilities can be cultivated and developed harmoniously.

Therefore, this course combines the learning interest, cognitive level and original experience of junior three students, and provides students with sufficient scientific inquiry materials and opportunities on the basis of guiding students to learn standard operation, so that students can design their own experiments, explore themselves, experience and feel in inquiry, and give full play to their initiative and enthusiasm in scientific learning.

Fifth, talk about the teaching process.

In order to better reflect the spirit of curriculum reform. In order to implement the teaching objectives proposed in the Science Curriculum Standard, according to the arrangement intention of teaching materials and the age characteristics of students, I designed "creating situations and introducing new lessons"; "Ask questions, teachers and students explore"; "Improve thinking with knowledge"; Four teaching processes of "summarizing, extending and broadening horizons"

1, create situations and introduce new lessons.

Play the video shot by Yang Liwei on the Shenzhou 5 to stimulate students' love for science and enthusiasm for inquiry.

2, ask questions, teachers and students to explore

This lesson focuses on how to feel the existence of air-how to feel the air with your senses-why the paper is not wet-who drives away the water in the cup and guides students to carry out scientific inquiry.

(1) induced air

Curiosity and hands-on play are students' nature, so that students can experience the process of capturing air and feeling it with their senses. Perceive the existence of air through experiments. Through communication, students fully perceive the existence of air through their hands, eyes, ears, nose and skin. The air is around us, and they also feel that the air is colorless, odorless and transparent. Lay the foundation for the inquiry activities below this class and next class.

(2) The adventure of paper

The inquiry activity in this link is the focus of this lesson. There is only one experiment designed in the textbook: "Will the paper ball at the bottom of the cup get wet?" . In order to allow students to fully explore and fully experience, I have prepared interesting and experiential inquiry materials suitable for junior three students, and arranged sufficient inquiry time for students to explore independently. Self-selected materials, cooperative design: put the cup into the water obliquely and tie a small hole in the bottom of the cup. I really feel that the seemingly empty bottle cup is really filled with air (air occupies space).

(3) Who drove away the water in the cup?

The inquiry activity of this link is not only the focus of this class, but also the difficulty of this class. This experiment is difficult for the third grade students, but learning this experiment can make students' observation ability, thinking ability, experimental operation ability and creative ability get the simplest and most effective exercise. Starting from students' thinking training, on the basis of students' previous cognition, I guide students to think first, "Is there any way to get the water out of the cup?" Students' thinking can be improved by thinking first and then experimenting, and combining brain and hand.

In this session, I guide students to carry out standardized operations like scientists. People think that air can not only occupy space, but also flow. More importantly, let students understand that invisible air flows in visible water to form bubbles, so that we can see air, which is a very important method in science. What we can't see, we can see with the help of what we can see. This is the charm of scientific experiments.

(4) discuss and sort out the facts

Through the above activities, teachers and students cooperate to explore and discuss, sort out the facts, and lay the foundation for applying knowledge to solve problems in this class and after-school application.

3. Improve thinking with knowledge.

Organize student competitions. Use two empty bottles, one without a lid and the other with a lid, and let two students step on them separately to see who can step on the empty bottles. Let the students analyze the reasons with what they have learned.

4. Summarize and extend, broaden your horizons.

We should not only let students enter the classroom with questions, but also let students leave the classroom with questions. I assigned a task for students to explore after class: "Find out the role of air in the ups and downs of submarines. Students who have completed this task should report good news to their classmates or teachers as soon as possible. " Although the class is over, the inquiry activity is not over. The arrangement of this link is to continue students' scientific thinking activities. Promote students' extracurricular scientific exploration.