Nine-year compulsory primary school science course 1 1 15
Teaching objectives and requirements
1. scientific knowledge and skill knowledge-know that the solar eclipse is a natural phenomenon and also the cause of the solar eclipse.
2. Scientific inquiry-through scientific inquiry activities, we can guess the result of the problem, form a method to explore the causes of the solar eclipse, observe and experiment, and draw conclusions according to relevant information.
3. Emotional attitude and values-pay attention to facts, dare to express different opinions, be willing to cooperate and communicate, and maintain and develop the desire to explore.
Concept of instructional design
Discovering natural phenomena from independent observation, and finding out the causes of solar eclipse through independent thinking and group discussion fully embodies the learning style of independent inquiry and cooperative communication.
training/teaching aid
"Eclipse" teaching wall chart, "three-ball instrument" and CAI courseware
teaching program
First, the introduction of courseware:
1On the morning of September 23, 987, a special and interesting phenomenon happened in the sky-the originally bright sky suddenly darkened. Through the dark glass, we found that the light in the upper right corner of the sun was blocked by a star, and there was a small arc gap in the sun. Gradually, the gap is getting bigger and bigger, and the sun is hanging in the sky like the moon ... Teacher: What we saw just now was a solar eclipse. Do you find it interesting? ... let's study its causes together in this class, shall we? (blackboard writing: solar eclipse and lunar eclipse)
Second, independent inquiry:
1. What do you know about solar and lunar eclipses? What else do you want to know?
At this time, students may ask:
(1) What are solar and lunar eclipses?
(2) How many kinds of eclipses are there?
(3) How are solar and lunar eclipses formed?
… … …
2. Show the eclipse picture and study and discuss with the pictures in the book:
(1) What phenomena did you find during the solar eclipse?
(2) Which planet may be covered by the sun Xiao? Why?
(3) Why is the sunlight blocked? Why did it recover later?
3. "Three-ball instrument" demonstration, students summarize:
(1) How did the solar eclipse form?
(2) Introduce the types of solar eclipses.
4. Students independently explore the formation of solar eclipse:
When does the lunar eclipse occur in the lunar calendar? What are the positions of the earth, the sun and the moon at this time?
(2) During an eclipse, which side of the moon will show its shadow first? Why?
(3) How was the eclipse formed?
Third, summarize and expand:
1. What did you learn in this lesson? Is there a problem?
2. Use the knowledge of "solar eclipse" and "lunar eclipse" to break the superstition that "dogs eat the moon".
Fourth, the blackboard design:
15. Food
Total Eclipse of the Sun
Solar eclipse, partial eclipse and lunar eclipse
(Lunar New Year) Annular eclipse (15th or 16th lunar month)
Sun-Moon-Earth Sun-Earth-Moon
Five, homework design:
[1] Judgment (tick right or wrong, and cross x by mistake)
1. During the solar eclipse, the sun was blocked by the earth. ( )
During the eclipse, the shadow first appeared on the east side of the moon. ( )
The arrival of the solar eclipse indicates that human disaster is coming. ( )
[2] Look at the right and fill in the blanks:
1. During the solar eclipse, the moon was at zero degree.
During the solar eclipse, the moon is in the sky.
When the moon phase we see is round.
Wait, the moon is in place; When it is semicircular
Wait, the moon is harmonious.
[3] Q&A:
1. How did the solar eclipse form?
2. How did the solar eclipse form?
Six, teaching reflection:
It is a basic method to infer the formation of solar and lunar eclipses through existing life experiences or phenomena.
From the teaching situation of this class, it is gratifying that all the events from "the formation of solar eclipse" to "the generation of lunar eclipse" were inferred by students themselves, and some students described the formation process of daily wage food clearly through the demonstration of "three-ball instrument", but what is worrying is that the concept of "facing all students in the class" is difficult to implement, and only some students are "moving" and there are still some students.
Teaching design of solar eclipse and lunar eclipse in sixth grade of science II. A brief analysis of teaching materials;
"Eclipse and Eclipse" is the teaching content of the fourth class of Unit 3 in the sixth grade of primary school science, and it is the standard experimental teaching material for compulsory education. This lesson is divided into three parts: understanding the phenomenon of solar eclipse, inferring the cause of solar eclipse and inferring the cause of solar eclipse. Judging from the teaching materials, taking these two phenomena as the theme of students' learning has three purposes: first, because these two phenomena are attractive to students; Instead, these two phenomena involve the basic concepts to be established in this unit, that is, celestial bodies are moving, and the causes of lunar eclipses and eclipses are formed by the relative motion between the earth, the sun and the moon; The third is to cultivate students' logical reasoning ability from phenomenon to essence. This course is the inevitable direction of students' understanding and development after learning two units: Movement of the Earth and Under the Sun. In this sense, this part is the typical material for students to understand the motion of celestial bodies, and it is also the basic part of this unit.
The textbook tells students the characteristics of solar eclipse with a simple chart of solar eclipse process, but this introduction seems to be insufficient for students' emotional experience. Therefore, it takes the story of ancient war stories and solar eclipse as the teaching breakthrough point to lead students to understand the characteristics of solar eclipse step by step, and make effective speculation according to the relevant data collected by students before class or their original understanding of celestial motion. In this process, there is a conflict of understanding. After rigorous experimental design, the scientific concept is finally obtained. In a complete scientific inquiry process, students gradually form the habit and ability to look at, think about and solve problems scientifically, thus cultivating students' scientific literacy.
Second, the teaching background:
Through the study of the first two classes, the students learned about the plants they are familiar with living on campus. Before, they also knew that there were many plants on campus, but they were still surprised after investigation. The plant species on campus are far beyond their knowledge. How many kinds of plants will there be in our hometown, country and the whole earth? Such questions will inevitably arouse students' great interest in understanding plant species. If we can lead students to investigate plants on campus to investigate plant species in their hometown, the whole country and even the whole world, students will better understand the diversity of plants and thus establish the concept of biodiversity. However, the complexity of biological species and the diversity of living environment make it impossible for us to organize students to conduct effective investigations. So how to expand students' knowledge of many kinds of plants from campus to outside, and really establish an understanding of the earth's biodiversity?
Third, the teaching design:
Teaching objectives
(1) scientific concept:
1. A solar eclipse is an astronomical phenomenon formed by the movements of the sun, the earth and the moon.
2. The moon runs between the sun and the earth. When the earth is in the shadow of the moon, an eclipse is formed because the moon blocks the light from the sun. An eclipse is when the moon moves into the shadow of the earth, and the earth blocks the light from the sun to the moon.
Scientific vocabulary: solar eclipse, solar eclipse, orbit
(2) Process and method:
1. The causes of solar and lunar eclipses were studied by simulation experiments.
2. Carefully observe the phenomena in the simulation experiment.
3. Reasoning logically according to the phenomena in the simulation experiment, and inferring the causes of the solar eclipse.
Scientific methods: observation and comparison, information search, analysis and reasoning.
Emotions, attitudes and values:
1. Experience the rigor, objectivity and interest of scientific experiments and the importance of designing scientific research schemes.
2. Be able to imagine and express your ideas boldly.
3. Recognize that there is a certain gap between simulation experiment and speculation and objective reality.
Realize that astronomical phenomena can be recognized by people.
Core values:
Simulated speculation is a means of scientific research.
Difficulties and emphases in teaching:
Eclipses are astronomical phenomena formed by the movement of the sun, the earth and the moon.
Difficulties:
According to the phenomena in the simulation experiment, the reason of solar eclipse is inferred.
Teaching preparation:
Teaching aids, instructions and reminders
Courseware requires students to collect information about solar and lunar eclipses before class, and scientifically record large and small disks. Filter paper can be used instead of single and large plates.
Teaching process:
Collect data, speculate and analyze → speculate on the cause of solar eclipse → design simulation experiment → experiment → cause analysis → in-depth discussion.
(1) Introduction
1. Tell the story of ancient war and solar eclipse, and play the video of solar eclipse at the same time.
(Design intention: The story selection of ancient wars and solar eclipses is based on children's interests, which can enable students to enter the teaching situation in time and consciously pay attention to the strange astronomical phenomenon of solar eclipse. )
Have you ever seen this astronomical phenomenon? So what caused this phenomenon? Let's take a look at the process of solar eclipse.
(Design intention: Students enter the stage of recalling and thinking with strong interest in situations, and effective situations bring valuable participation. )
(2) Understand the process characteristics of solar eclipse.
1. Show the courseware of solar eclipse and discuss: What are the characteristics of solar eclipse? What will cause these reasons? Record your guess in the table. (Courseware demonstration)
I guess.
(Design intention: guessing effectively excavates students' existing experience and creates conceptual contradictions and conflicts before the formation of scientific concepts, which is an effective way to establish scientific concepts, and can effectively cultivate students' guessing quality and correct illogical guesses. )
2. Group report, the teacher collates the records.
(3) Solar eclipse simulation experiment
1. In the group discussion, some people thought that the moon blocked the sun's rays to the earth and caused an eclipse. How to prove whether our guess is correct? Scientists usually use simulation experiments?
(Design intention: Introduce experimental methods in the conflict of cognition. Where there is a problem, there is a scientific method, which is harmonious and smooth. It is a method of simulating experiments in the name of scientists, which is conducive to students' acceptance and respect for experiments. )
2. Group layout simulation experiment plan.
What experimental materials are used to do such an experiment? The teacher prepared two CDs with different sizes for each table. ) What materials are used instead of what?
② How to do a simulation experiment? (How to arrange the materials? How to control the distance? Where is the moon? How does the moon move? ) we should respect the simulation experiment. What should we do to respect the simulation experiment?
(Design intention: Instill the consciousness of respecting simulation experiment, and realize that there is a gap between simulation and objectivity, but the gap cannot be widened, so that the operation is reasonable and objective, and the experiment is more valuable. )
③ What phenomena can be observed to explain the occurrence of solar eclipse?
(Design intention: To a great extent, the scheme formulation before the experiment is a standard to evaluate whether the experiment is effective or not, and it is an idea before the experiment to avoid the blind and disorderly development of the experiment and make the expression after the operation clearer; Through the discussion on how to do the experiment, students have a more scientific operating consciousness about the revolution of the moon, the placement of materials and the cooperation of groups, which provides a foundation for effective operation in the future. )
3. Students are divided into groups to conduct simulation experiments.
(Courseware demonstration requirements)
1. Draw the exact positions of the three celestial bodies when the solar eclipse occurs.
Schematic diagram of the cause of solar eclipse
2. Analyze the experimental phenomena carefully and write down your research conclusions.
My research conclusion
Distribute materials, students begin to do experiments, and teachers patrol for guidance.
(Design intention: The design of the experimental requirements fully considers preventing students from carrying out experiments aimlessly, forming the habit of recording while operating, which is conducive to deepening the understanding and understanding of concepts and also serves as evidence for scientific speech. )
3. Communication: How is the simulation experiment done?
(1) How did you operate just now? (Students demonstrate simulated experiments)
(2) What phenomenon can explain the solar eclipse? At this time, where are the sun, the moon and the earth?
(3) What are the characteristics of solar eclipse?
(4) Under what circumstances will there be no solar eclipse?
(Design intent: The demonstration operation is conducive to the formation of correct operation for all students and the correction of some students' operation errors; Explaining the phenomenon of solar eclipse is conducive to in-depth discussion, forming concepts, improving expression ability, breaking through teaching difficulties, and providing knowledge base and operational experience for explaining the causes of lunar eclipse. )
(D) the cause of the solar eclipse
(1) Show the schematic diagram of the cause of the solar eclipse, and ask the students to explain the cause of the solar eclipse.
(2) Where can we see the solar eclipse on the earth at this time?
(3) What other information did you learn from the schematic diagram?
It seems that there are still many problems about solar eclipse that deserve our in-depth study after class.
(5) Understand the solar eclipse
1. So what are the positions of the three celestial bodies when there is an eclipse? (biology)
2. Show me the schematic diagram:
(1) According to the schematic diagram, can you explain the cause of the solar eclipse?
(2) Where can people see the eclipse at this time?
3. Study the opportunities of solar and lunar eclipses.
(1) Display information:
There are at least two eclipses a year, and they are all eclipses. There may not be an eclipse in a year (for example,1980); There can be at most seven eclipses a year: five eclipses, two eclipses (such as 1935), or four eclipses, three eclipses (such as 19 17, 1982).
But why do we usually say that the chances of seeing a lunar eclipse are greater than those of a solar eclipse? You can analyze it according to the schematic diagram
(2) Group discussion. Give the students a minute, and the schematic diagram of solar eclipse and lunar eclipse will be displayed on the blackboard.
(3) Exchange reports.
(Design intent: This design is a good combination of solar eclipse and lunar eclipse, and it is also this kind of comparative thinking. Through the analysis of the probability of solar eclipse and lunar eclipse, we can get a deeper understanding of solar eclipse and lunar eclipse and gain more knowledge. Generally speaking, there are more chances of eclipses than eclipses. "Make a more scientific understanding of this sentence; It is also helpful for students to understand the relationship between the three celestial bodies more clearly. )
(6) Summarize the harvest and extend it after class.
What else do you want to know about solar and lunar eclipses? Do you know when solar and lunar eclipses are easy to occur in the lunar calendar? Arrange students to continue their research after class. )
Teaching design of solar eclipse and lunar eclipse in sixth grade of science 3 I. teaching material analysis
"Eclipse and Eclipse" is the teaching content of Unit 4 of Universe, the second volume of the sixth grade of primary school science. This lesson is divided into two parts: the eclipse and the eclipse. The eclipse is gradually promoted from "the occurrence of the eclipse →" the simulation experiment of the eclipse infers the reason of the eclipse "→ "the reason of the eclipse is revealed", and the reason of the eclipse is carried out on the basis of the eclipse. Judging from the teaching materials, taking these two phenomena as the theme of students' learning has three purposes: first, because these two phenomena are attractive to students; Secondly, these two phenomena relate to the basic concepts to be established in this unit, that is, celestial bodies are in motion, and the causes of lunar eclipses and eclipses are formed by the relative motion between the earth, the sun and the moon; The third is to cultivate students' logical reasoning ability from phenomenon to essence.
Second, the analysis of learning situation
(1) Cognitive reserve: Students have a certain understanding of solar and lunar eclipses. Some students observed the total solar eclipse in 2009 on the spot or through live TV, and received the training of the total solar eclipse organized by the school. So some students can give a preliminary explanation. Before this class, the students had a certain understanding of the relative motion relationship between the moon, the earth and the sun. In the fifth grade, they also learned that light travels along a straight line.
(2) Disadvantages: Although students know about the solar eclipse, the explanation of its causes should be incomplete and imprecise. Relatively speaking, due to the observation basis of the total solar eclipse in 2009, the observation impression of the lunar eclipse may be weaker. Students should have many problems when operating simulation experiments, such as the consciousness of designing experimental schemes, the division of labor and cooperation in the process of experimental operation, and the correct operation methods.
Third, the design ideas
On the premise of mastering the content of the textbook, I design the teaching according to the students' existing knowledge, experience and scientific level. First of all, let students recall the observation experience of Zhoushan solar eclipse in 2009 and watch the complete photos taken by students to arouse their interest. Through observation experience, we can find some characteristics of solar eclipse and speculate on the formation process of solar eclipse. Then, we can explore the formation process of solar eclipse through simulated experimental experience. Finally, students' doubts can be answered through students' communication and teachers' supplementary explanations, and the causes of solar eclipse can be scientifically explained and internalized. On the basis of solar eclipse research, we will study the causes of lunar eclipse. In teaching, we should pay attention to cultivating students to consciously make experimental plans, and infiltrate rigorous scientific thinking training on the basis of improving students' understanding of celestial movement. We can make use of the conflict of original knowledge, deepen our understanding through simulation experiments and discussions, and let students fully analyze scientific problems in scientific inquiry in an interesting atmosphere.
Fourth, teaching objectives.
1. Scientific concept
As we all know, solar and lunar eclipses are astronomical phenomena formed by the movement of the sun, the earth and the moon.
The moon runs between the sun and the earth. When the earth is in the shadow of the moon, an eclipse is formed because the moon blocks the light of the sun. An eclipse is when the moon moves into the shadow of the earth, and the earth blocks the light from the sun to the moon.
2. Process and method
Simulation experiments can be used to study the causes of solar and lunar eclipses.
Can observe various phenomena in the simulation experiment in detail.
According to the phenomena in the simulation experiment, we can infer the causes of solar and lunar eclipses.
3. Emotional attitudes and values
Experience the rigor, objectivity and interest of scientific experiments in the process of simulating solar eclipse, and realize the importance of designing experimental schemes;
Be able to imagine boldly and express your thoughts.
It is recognized that there is a certain gap between simulation experiment and speculation and objective reality.
Realize that astronomical phenomena can be recognized by people.
The Key Points and Difficulties in verb Teaching (Verb Abbreviation)
Correctly understand the cause of solar eclipse and simulate the scientific operation of experiment
Sixth, teaching preparation.
Teacher: Courseware, 6 CDs (2 in red, yellow and blue)
Student: flashlight, plastic ball, science record sheet.
Teaching design of solar eclipse and lunar eclipse in the sixth grade of science 4 teaching material analysis:
The lesson "Eclipse and Eclipse" is based on students' understanding of the causes of the lunar phases. The knowledge goal of this lesson is to guide students to understand the causes of solar and lunar eclipses, and the ability goal is to cultivate students' reasoning ability and spatial imagination ability. The goal of scientific ideological education is to cultivate students' earnest and meticulous attitude of believing in science and not being superstitious about it. This class is a typical class to cultivate students' ability to explore and apply knowledge independently. Exploring the causes of solar eclipse and lunar eclipse is hierarchical, focusing on exploring the causes of solar eclipse, fully embodying students' ability to apply existing knowledge and solve new problems. When exploring the causes of solar eclipse, it is difficult to speculate and analyze who blocked the sun according to the facts.
Teaching preparation:
1. Students collect words, pictures or audio-visual materials about the eclipse before class.
2. Experimental materials for the formation of the moon phase.
3.Cai courseware
① Scene animation of solar eclipse and lunar eclipse.
② Schematic diagram of the position of three balls during solar eclipse and lunar eclipse.
Teaching process:
First, organize students to exchange the collected information and ask questions.
1. Students exchange the words and pictures about the solar eclipse collected before class and talk about their own understanding of the formation of the solar eclipse.
2. Report the communication in groups.
Teacher's summary: Students can collect these valuable materials, which is the first step to learn this lesson successfully. Just now, a classmate said that according to the old people, the solar eclipse and the lunar eclipse are the tengu eating the sun or the moon. At this time, people should take out pots and pans to knock away the dog. Is there such a thing as tengu eating the sun and tengu eating the moon? Of course not, let's use a scientific attitude and scientific methods to study what is going on!
4. Write on the blackboard.
Second, guide the understanding of the causes and types of solar eclipse.
1. The teacher courseware demonstrates the animation of the solar eclipse, and the students observe it.
2. The teacher gave each group a set of photos when the solar eclipse occurred and the time record of the solar eclipse in China history. Organize a group of students to discuss the phenomenon and law of solar eclipse.
3. Students report in groups, and teachers write on the blackboard one by one.
4. According to the above students' feedback, the teacher organizes the students to discuss: What blocks the light of the sun? What's your reason?
5. Students report to teachers to form the following blackboard writing.
Phenomenon: analysis
(1) The arc gradually disappears → it is a sphere.
② gradually disappearing from west to east → moving from west to east.
Sometimes the whole sun is blocked → From the earth, the two balls are about the same size.
④ It happens on the first day of the lunar calendar → three balls are in a straight line.
6. Students' experiments prove that the above analysis is correct. The teacher drew a sun on the blackboard. When the moon moves from west to east, the students hold table tennis, regard their heads as the earth, and see how the sun can't be seen. Ask the students to draw a schematic diagram of the positional relationship between the sun, the earth and the moon after the experiment.
7. Teachers organize students to report the experiment and check the schematic drawings drawn by students.
8. The teacher's courseware demonstrates the schematic diagram of the cause of the solar eclipse. Students imagine the formation process of the solar eclipse and write down the research results (improve mutual communication in the group).
9. Students use textbooks to understand the types of solar eclipses.
Third, study the causes of solar eclipse.
1. Talk: Just now, we have studied the cause of the solar eclipse. What are the reasons for the eclipse? The teacher wants students to study independently first, and then carry out cooperative research through mutual discussion and exchange.
When does the lunar eclipse occur in the lunar calendar? What are the positions of the earth, the sun and the moon at this time?
(2) When there is an eclipse, which side of the moon is the first to show shadows? Why?
③ How was the eclipse formed?
2. Teachers organize students to discuss and communicate according to the above questions.
Fourth, the teacher summary
In this lesson, we learned about the formation of solar and lunar eclipses, and let us know that any natural phenomenon is the result of the movement and change of natural things, so we should believe in science from an early age and cultivate a serious and meticulous scientific attitude from an early age.
Five key points of teaching design of solar eclipse and lunar eclipse in sixth grade of science
The positional relationship of three celestial bodies during the solar eclipse.
difficulty
The cause of the eclipse
Preparation before class
Students prepare before class: collect pictures of solar eclipse and lunar eclipse.
Teaching equipment: light bulbs, small balls, big balls, slides or wall charts caused by solar eclipse.
Teaching courseware:
teaching process
(import)
Last class, we knew that when the moon moves between the earth and the sun, there may be a solar eclipse. Today we are going to study the solar eclipse.
We already know the moon phase. When the sun shines on the moon, it appears half bright and half dark. Because of the different observers on the earth, the bright part of the moon has different shapes. A solar eclipse is another situation. When it was supposed to be a full moon, it suddenly lost a part, or even turned dark completely. After a while, it gradually lit up again. This phenomenon is related to the positions of the sun, the moon and the earth.
(Student activities) Students are divided into groups to do experiments on the causes of lunar eclipse in the teaching materials. Observing from the direction of the lamp, draw the part of the sphere covered by the shadow and compare it with the "schematic diagram of the total lunar eclipse process"
(Teacher's question) What stars do the light bulb, small ball and big ball represent in the solar eclipse?
(Students discuss and answer)
(Teacher) When an eclipse occurs, the moon becomes the shadow of the earth, and the position relationship of the three-star body is Sun-Earth-Moon.
(Student activity) Students observe the "schematic diagram of eclipse formation" in the textbook. The teacher told us that the types of lunar eclipses are partial eclipse and total eclipse. The teacher inspired the students to imagine the shape of the earth's shadow (cone). When the moon passes through the cone shadow at different positions, there will be partial solar eclipse and total solar eclipse.
(Student activities) According to the previous explanation, students think about the discussion about solar and lunar eclipses in the textbook 1, 2, 3, and say their own thoughts. The teacher said that when an eclipse occurs, the observable area is larger than that of an eclipse; Eclipses only occur during the full moon of the lunar calendar.
(Student activity) Do the exercises of the textbook in class, questions 4 and 5.
This list compares solar and lunar eclipses.
occurrence time
type
The positions of the sun, the moon and the earth
Observable range
solar eclipse
lunar eclipse
Comments on teaching plans:
Solar eclipse and lunar eclipse are formed by the spatial position changes of three celestial bodies. In order to make students fully understand this positional relationship, this paragraph has designed a number of activities; Therefore, organizing these activities well is the key to the success of this class. From the previous knowledge of the moon phase, the knowledge that three celestial bodies block each other is deduced, and then students can have an intuitive experience of solar eclipse and lunar eclipse through experiments and drawings. Finally, teachers sublimate students' intuitive experience to the theoretical level through geometric figures.
Teaching design of solar eclipse and lunar eclipse in the sixth grade of science 6 teaching process
1, can design a day's recipe according to the food nutrition needed for a day.
2, can use books, the Internet and other ways to obtain relevant information for the formulation of "one-day recipes".
3. Make a "one-day recipe" by collecting information and communicating with others.
4. Willing to use what you have learned to improve your life and form good living habits.
Teaching preparation
Courseware information about diet structure
Teaching emphasis: Students design their own reasonable daily recipes.
teaching process
First, the introduction of new courses.
Q: Is it okay to eat one or two kinds of food every day? Why?
Students' feedback reveals the topic: designing a day's recipe.
Second, students design recipes for the day.
(1) Discussion: How can we design a reasonable daily diet?
Let students discuss and communicate freely, and guide students to consider designing scientific daily recipes from different aspects, and through what channels to obtain the required nutrition, and design according to their own physical condition, family reality and economic situation.
(2) Show courseware: information about food nutrition, so that students can get more information about designing recipes for one day. Improve the basis of designing recipes.
(3) Students design their own "one-day recipes". In the process of students' design, teachers patrol and give guidance.
Third, the "one-day prescription" designed by the exchange.
(1) Communicate the designed menu, and tell the reasons for your design in the process of communication to prevent the menu from being unreasonable.
(2) Students evaluate recipes with each other. Compare and evaluate reasonable recipes, affirm them, and improve and modify unreasonable recipes.
(3) According to the results of communication and evaluation, improve the recipes designed by yourself.
Fourth, guide students to count the food varieties for three days according to the designed one-day recipe and correct their eating habits.
(1) Count and record the food eaten in the last three days.
(2) According to their own statistical results, compare with the designed one-day recipes, and find out the places that need to be improved. This is the structure of nutrition and the quantity of food.
(3) Communicate with each other and give reasons for improvement. Especially those students who are picky eaters and partial eclipse, improve their eating habits.