Cognition:
1. It is very useful to know that food is closely related to people's lives and national construction.
2. You should know that food is hard to come by.
3. Know how to cherish food.
Emotion:
1. Have the consciousness of cherishing food.
2. Dissatisfied with the waste of food.
Behavior:
1. Cherish food, cherish food, and don't waste it.
2. Take care of crops, don't trample them.
Teaching suggestion
Textbook analysis
This course is set according to the relevant requirements of "cherish food" in the curriculum standard of "thrift" for grade one and grade two.
Offering this course is highly targeted. Because primary school students are young, they have not directly participated in agricultural production and labor, and some have never even seen crops. They think that food has nothing to do with the labor of producing food, that food is bought by parents with money, and then bought after eating, and there is no awareness of saving food. The teaching of this course should enable students to have a preliminary understanding of the use of food, especially the relationship between food and national construction, and the relationship between food and national conditions, understand that food cannot be wasted, and form a good habit of loving food and saving food from an early age.
The text is divided into four parts in the form of nursery rhymes and pictures.
In the first part, it is very useful to say that food is a treasure. This paper mainly discusses the relationship between people and food from the aspects of life. Everyone has to eat every day, and the staple food is food. No one can live without anyone. Then it is extended to food with grain as the main raw material, such as cakes, sugar and wine, non-staple food, bean products, condiments and so on. People often eat. Let students understand the relationship between people and food.
The second part is about hard-won grain. Let the students know that the grain was planted by the farmer's uncle and bought with sweat. Traditional stories such as "cake for thousands of people" or multimedia courseware can be combined in teaching, so that students can realize how many people have to work from growing food to making food for people to enjoy. It is a pity to waste it and it is also a disrespect for labor.
The third part, from the perspective of national conditions, let students understand the relationship between food saving and national construction, and know that China is a populous country, and everyone has to eat every day, and how much food is needed. It is not easy to grow food on limited arable land for so many people to enjoy, and it is really not rich. Besides, China has a vast territory, and sometimes there are disasters here and there. Natural disasters such as drought, floods, earthquakes, wind and hail, and insect disasters all affect food production. Moreover, in the face of great disasters, we must first save people. At this time, lack of food and drink will lead to big problems, and a disaster in a place needs support from all sides. Let students understand that saving food is not only for themselves, but more importantly for the people. Cultivate their sense of responsibility for the country.
The fourth part is about the truth that many a mickle makes a mickle. China has a large population, and it is not a small amount to waste a grain of rice per capita. Conversely, saving one grain of rice per person, every little makes a mickle, is also an amazing figure. Let the students initially understand that it is necessary to form a good habit of loving and saving food from an early age and cherish every grain.
Teaching suggestion
1. From the reality, students in different regions have different understanding of the significance of food and food conservation, and the degree of cherishing food is also different. They should make demands according to the actual situation, not the same.
2. Making full use of multimedia to show the growth process of grain is beneficial to the understanding of urban children.
3. Praise the students who have done a good job in saving food, especially the rural students who still cherish food, and affirm and encourage them.
With the improvement of family living standard and the sufficient supply of national food, students often have the idea that it doesn't matter to waste a little. Defining the significance of saving food is far from confined to individual families. We should look at the problem from the perspective of national conditions and strengthen students' sense of obligation to cherish food.
Example of instructional design
Lesson 8 Cherish one grain at a time.
Teaching objectives
Cognition:
1. It is very useful to know that food is closely related to people's lives and national construction.
2. You should know that food is hard to come by.
3. Know how to cherish food.
Emotion:
1. Have the feelings of cherishing food.
Behavior:
1. Cherish food, cherish food, and don't waste it.
2. Take care of crops, don't trample them.
Teaching emphasis: let students know that food is hard to come by.
Teaching difficulty: let students know how to cherish food.
training/teaching aid
1. Animation courseware.
2. Millet, wheat and corn headdresses.
3. Rice and white rice in kind.
teaching process
First, physical input:
1. Students, today, the teacher brought you some good friends. Do you want to meet them?
2. Welcome them to see you. (Three students are wearing headdresses of rice, wheat and corn) We ask these friends to introduce themselves to you.
Rice: My name is rice. I cooked the white rice that the children ate.
Wheat: Hello, children! I am wheat, and I made the white steamed bread.
Corn: I am a chubby corn. Children must like me! I want to be with the children all the year round.
Students, do you like these three friends? They have a common name. What is this? Food.
The blackboard says: food.
Second, food is hard to get.
1. Today, I have many heartfelt words to tell my classmates. do you want to hear it ? Please talk about rice first.
(1) Children, this is an ordinary bowl of white rice (showing the real white rice), and "I" is an ordinary grain of rice. Children, do you know how I was born? Then let's travel together!
Demonstration animation: the origin of a grain of rice scene 1 ~ scene 4 download.
Look, what are the farmers doing? Watch carefully how they transplant rice seedlings. The farmer's aunt's feet are soaked in cold water all day, and she bends over for a long time. It's really backache. )
Show Scene 5: The seedlings grow taller and taller under the careful care of the farmer's uncle. What does uncle farmer do to make crops grow stronger? (Weeding, fertilizing, spraying pesticides and diverting water)
Scenario 6: After more than half a year's hard work, the crops are ripe. What should farmers do? Farmers have to cut rice, bundle it into bundles, transport it to the field, and then go through many processes such as threshing and grinding off rice husks before it can be processed into the rice we eat now. )
Teacher: OK, we thank Mr. Rice for his wonderful performance. Let's ask Ms. Mai to talk about it!
(2) Students, do you know what I can cook? According to the students' answers, show pictures of steamed bread, bread, steamed stuffed bun, fried dough sticks, noodles, jiaozi and other foods. )
Ms. Mai: OK, everyone said it was very good. Now I'm going to show you how bread comes from.
Demonstration animation courseware: the origin of children's nutritious bread
Ms. Mai: Everyone must remember the last sentence: "Bread is hard to come by, don't waste it."
Teacher: Let's thank Mr. Mai for his wonderful speech. Because of the time, we won't ask Miss Corn to speak. Let me sum it up!
Summary: Farmers are not afraid of wind, rain and fatigue in order to grow grain. As the ancient poem "Compassion for Peasants" that we have studied said, please raise your hand if you can recite it.
Students recite ancient poems.
Play the recording: Weeding, and the students recite it together.
The blackboard says: food is hard to come by.
(3) So many delicious foods are made of grain. What does grain have to do with us?
Blackboard: The food is closest to us.
Third, how to cherish food?
(1) Please tell the uncles and aunts of farmers who work hard how you treat food.
Students answer: cherish food (and write it on the blackboard)
The older generation of revolutionaries also educated their children in this way.
Show pictures
(2) I am very happy to hear my classmates say that they should cherish it. I have something to say to my classmates. Let's listen. Play the recording of the third part of the text
What did you hear about food?
Description: China has a large population, less arable land and insufficient food. Some areas of our country sometimes suffer from natural disasters. For example: flood, drought, earthquake, insect disaster, etc. In case of natural disasters, what do people in disaster areas need most? If there is no food, what will happen without food?
Blackboard: Lack of food is a problem.
Show me the picture on page 35 of the book: What are these cars loaded with? Where is it shipped?
In order to have more food to support the disaster area, what should we do at ordinary times? (cherish food more)
(3) Finally, there are several words about food that students want to remember. Listen carefully to the food, what do we remember? Show a picture of a grain of rice and the granary, and play the recording of the fourth section at the same time.
What do we remember about food?
The teacher asked: What if we all regard grain as treasure and save every grain of rice? Do math problems with the teacher.
If each of our classmates saves one grain of rice every day, how many grains of rice will be saved every year? (Multimedia display rice projection: 365 grains of rice)
If each of the 45 students in our class saves one grain of rice every day, how many grains of rice can be saved in a year? (Multimedia projection display of rice: about 16425 grains of rice)
If China's population of 65.438+0.2 billion saves one grain of rice every day, how many grains of rice will be saved in a year? (Multimedia presentation of "One Grain of Rice")
What do you understand after listening to a grain of rice?
Many a mickle makes a mickle.
Fourth, deepen analysis.
Download the "Yiyi" column
1. (The projection shows two children chasing butterflies in the field) Are these two children doing this right? Give them advice. We should cherish crops and not trample them.
2. (The projection shows a little boy throwing away the skin of steamed buns while eating them.) Did the little brother do it right? Can you tell your little brother what to do?
3. (The projection shows the picture of two primary school students putting up a wooden sign with the words "Please don't walk through" in the crop field and other primary school students walking side by side from the crop field. Which of these students should be praised? Which students should be criticized? Talk about your opinion.
Five, contact with reality, guiding behavior
1. Discussion: How to cherish food in daily life?
(1) How to eat breakfast at school without wasting it? Who has a good idea? Please talk to each student.
(2) What should I do when eating at home?
Instruct students not to spill rice grains on the dining table; Fill in as much as you eat, no leftovers, and you can't throw away what you don't want to eat. )
Conclusion: Cherish your own food and don't throw it around, misplace it or throw it around.
2. Who have cherished food in our class? Who will praise them?
You can give more support to the poor areas and show your love. In addition, it can create more economic value)
3. Common sense: In order to make people all over the world cherish food, it is stipulated that 65438+1October 65438+June every year is World Food Day. (Hang up the banner "65438+ 1016-World Food Day") Let us all remember this day.
4. class summary: students, "grain is the thing that is closest to us. It is not easy to get grain. If there is a problem of food shortage, how good it is." Therefore, let every citizen start from himself and cherish every grain from now on.
5. Read children's songs together. (see blackboard writing)
blackboard-writing design
Cherish eight grains.
The food is closest to me,
It's not easy to come,
Lack of food is a problem,
How nice it is that every little makes a mickle.