First, the design ideas

Through a series of learning activities such as "picking flowers-recognizing flowers-applique-painting flowers-protecting flowers", students are given sufficient activity space and thinking space, so that they can experience the process of knowledge acquisition, feel the joy of scientific inquiry and cooperative inquiry, and cultivate the feelings of loving flowers and protecting flowers, loving nature and protecting the environment in the activities.

Second, the teaching objectives

Knowledge and skills

1, which can identify the structure of different parts of flowers and describe their physiological functions.

2. Learn the basic methods of dissecting flowers and observe the morphological structure of flowers with dissecting mirror.

(2) Process and method

Observe the activity of flower structure through anatomy and feel the scientific method of biological experiment observation.

Emotional attitudes and values

Through the study of the structure and function of flowers, the biological viewpoint of "the unity of biological structure and function" was gradually formed. ,

Three. Important and difficult

Key points: 1. Morphological structure and physiological function of flowers.

2. Methods of dissecting and observing flowers.

Difficulty: Observe the flower structure under the dissecting mirror.

Fourth, teaching preparation.

(1) Teacher preparation:

1, flower structure PPT courseware;

2. Experimental materials and appliances: various flowers (peach blossom, rose, begonia, lily, etc. ), dissecting mirror, Petri dish, dissecting needle, pointed tweezers, double-sided blade, cardboard, glass slide, glue, magnifying glass.

(2) Students' preparation: Before class, each person collects 1~2 kinds of flowers.

Teaching process of verbs (abbreviation of verb)

Teachers' activities and students' activities in teaching explain the structure and function of flowers.

The new lesson introduces experimental observation and inquiry. Let students introduce the flowers of plants they collected and describe their feelings about them.

Question: Are flowers just for pleasure? What is the biological significance of flowering? What are the morphological structures of flowers that are suitable for their functions? Let's learn a new lesson with these questions. Students exchange beautiful flowers and beautiful words, which not only edifies and enjoys students' beauty, stimulates their interest, but also makes them realize that flowers are beautiful, but they can't enjoy them alone. Cultivate students' feelings of loving green flowers and nature. Please tell the students what they know about the flowers of plants. Show the flowers of several different plants: peach blossom, rose, begonia, lily and so on. Question: Are these flowers different in color, size and shape? Are they the same in structure?

(Transition: Facts speak louder than words. Let's understand the structure of flowers through anatomy. ) Arrange students to read the textbook "Flower Anatomy Experiment" on page P 14, so that students can clearly understand the purpose, methods and steps of the experiment. PPT shows the outline of the course and gives appropriate hints: what kind of flower anatomy and observation order to choose, how to observe pollen, how to identify pistil, how to cut off the most swollen part of pistil and what is its structural name.

Organize students to experiment in groups: each group chooses two different flowers and dissects and observes the structure of each part of the flowers under the dissecting mirror. PPT shows the guiding requirements of the experiment: 1, in pairs, pay attention to cooperation and improve efficiency; 2. Understand the structure and name of each part of the flower with reference to the textbook chart, and pay attention to distinguish pistil from stamen; 3. Don't lose or destroy the structure of each part of the flower; 4. Boldly guess the functions of each part according to the structure; 5. Complete the flower observation experiment report.

Experimental report on flower observation

Map color shape number function guess sepals.

petal

stamen

pistil

1. Observe and compare the flowers of several different plants, and tell their morphological characteristics such as color, size and shape. 2. Communicate whether the basic structure of these flowers is the same.

Read the textbook, watch PPT and make clear the main points of the experiment.

According to the requirements, group experiments, division of labor and cooperation, observation and exploration, record observation results, and complete experimental reports. Through observation and discussion, cultivate students' observation ability and scientific inquiry quality. Through the students' own reading of the textbook, the purpose, methods and steps of the experiment are clarified, and the students' autonomous learning ability is cultivated. Through group activities, students' ability of observation and analysis, scientific attitude of seeking truth from facts and spirit of unity and cooperation are cultivated. At the same time, train students' scientific thinking methods. After the discussion and exchange experiment, organize students to exchange experimental reports and show their works with physical projection. Ask other students to evaluate, and the teacher will make an appropriate evaluation. Play flash courseware: the dynamic process of flowering-fruiting. Put forward the question of thinking and discussion: 1, what are the structures and functions of various parts of flowers, and what role do they play in reproducing offspring? 2. What is the most important structure of flowers? Which part of the flower will develop and bear fruit in the future? Group representatives will speak, actively exchange experimental reports and compare the morphological and structural differences of different kinds of flowers. Other students commented.

Carefully observe the structural changes of each part of the flower from flowering to fruiting. Students discuss and answer, and point out the structure and function of each part on the "flower structure" diagram.

The students come to the conclusion that although the corolla is bright, it is not the main structure of the flower, but the pistil and stamen are the main structures. Read the textbook by yourself and verify the conclusion. Cultivate students' ability of expression, analysis and induction, encourage students' innovative ability in the process of inquiry in time, and pay attention to the diversity of evaluation subjects.

Let students draw their own conclusions by watching flash courseware, and then verify their conclusions, so that students can be proud of their judgments.

Summary: through exploration, we found that the corolla of many flowers is big and bright, which is very attractive, but it is not the main structure of flowers. The morphological structure of flowers is adapted to their functions. We will solve the problem of "how the ovaries develop and bear fruit" together in future classes. If students are interested, they can go to the library or check the relevant information online. Maybe you can find more interesting questions! "

Attending lectures and thinking take the opportunity to educate students' thoughts. We should not only look at the surface, but also look at the essence of things. At the same time, students are encouraged to consult relevant materials after class to cultivate their learning ability. Expanding activities: how do we deal with sepals, petals, stamens, pistils and other substances left after dissection? Students suggest that these materials can be used to make some puzzles or paste into flower specimens; Some use materials to make various graphics; Some use strokes to "outline the structure of flowers"; Some groups are very creative; Warn everyone in the form of pictures and texts: "Although flowers are beautiful, they can't be enjoyed alone, so take care of them." And initiatives such as "don't pick flowers indiscriminately" and "protect the environment". ; Let students make "flower" works, guide students to turn waste into treasure and cultivate students' innovative thinking. Teaching feedback 2 minutes to draw flowers, put forward requirements: mark which kind of plant flowers you draw, and mark the structural names and functions of each part of the flowers. Students draw flowers and mark the structural names and functions of each part of the flowers. Review and consolidate to deepen students' understanding of the structure and function of flowers. Conclusion Today's flowers are in full bloom, not only for tomorrow's fruitful results, but also for future generations! The students ended the class with a lot of gains and good feelings, as well as a bright future and deep thinking about life, and expressed their voices with flowers. Assignment 1. Think about it: "can a peach blossom bear fruit after picking its corolla?" If the pistil is removed, if the stamens are removed? 2. Do: Observe and record the morphological and structural characteristics of five kinds of plant flowers after class.

Sixth, teaching reflection (several characteristics of this class)

1, ingenious design and clear thinking.

Taking flowers as the medium, teaching in the beauty of flowers not only makes students feel beauty, but also stimulates students' desire to understand beauty.

2. The relationship of equal communication between teachers and students.

The whole class is mixed with communication, communication and thinking collision between students and teachers, students and students. Teachers play the role of instructors and helpers in the classroom, and students play an active role in the classroom, conducting self-exploration, self-discovery, self-learning and self-presentation in the form of group cooperation.