How to write scientific papers in the fourth grade of primary school

First, the guiding ideology:

Under the guidance of science curriculum standards, it aims to cultivate primary school students' scientific literacy.

Second, the teaching objectives:

1, cultivate students' scientific thinking methods;

2. Understand the process and method of scientific inquiry, and let students experience the whole process of scientific inquiry;

3. Learn to build an explanatory model to verify your hypothesis.

4. A scientific attitude that dares to question and feelings of loving science, hometown and motherland;

5. Be close to nature, cherish life and care about the development of modern science and technology.

Third, the student situation analysis:

1, overall learning situation: students are more serious in overall learning, interested in scientific experiments, do not like to memorize knowledge, and have poor understanding and application ability.

2. Existing knowledge and experience: the ability of independent inquiry and the consciousness of active inquiry are not strong. Parents and schools focus on Chinese, mathematics and English teaching, which hinders students from acquiring knowledge, developing their abilities and cultivating their thoughts and feelings in practical activities such as observation, experiment and investigation.

3. Psychological analysis of children: children have a strong curiosity and desire to explore the world around them, while our science curriculum is close to the lives of primary school students, emphasizing the study of science in a way that conforms to the age characteristics of primary school students, and students will show strong interest in science subjects.

Fourth, teaching material analysis:

The textbook for the fifth grade of science is divided into four units, namely "Movement and Force", "Time", "Biology and Environment" and "Movement of the Earth".

The first unit deals with the relationship between motion and force. Force manifests itself as the action of objects on objects, which is usually related to motion. The change of object's motion state is the result of force, and force is the reason for changing object's motion state. The concepts of force involved are gravity, elasticity, reaction and friction. In this unit, students will go through a series of inquiry activities, such as predicting and controlling variables for comparative experiments, interpreting with data, assembling experimental devices, designing and manufacturing automobiles, etc. Through these inquiry activities, they can deepen their understanding of inquiry and develop their interest in inquiry, which is also one of the intentions of the textbook.

The second unit, let students know the development history of human timing instruments, and feel the process of human understanding of "time" in the practice of "creating" (making) timing tools, so as to realize that time is not transferred by human will, but slowly passes by at a constant speed. At the same time, in the whole learning process of the unit, students will be constantly guided to perceive and experience the length of a certain time interval, and help them gradually establish the concepts of time units such as hours, minutes and seconds.

The third unit of Biology and Environment (II) is to lead students to experience some purposeful investigation and investigation activities, make scientific reasoning on the basis of the activities, further experience the relationship between biology and environment, and realize that biology and biology are interdependent, interactive and mutually restrictive, especially that one animal or plant may be the condition on which another animal or plant depends, thus establishing a preliminary concept of ecosystem in students' minds. The formation of the unit "between organisms" will focus on the relationship between objects and organisms, initially involving the interdependence between animals and plants and microorganisms, and focusing on the food relationship between animals and plants. Based on the change of the construction, observation and control conditions of the ecological bottle, this paper explores the ecological situation after the balance of food relationship is destroyed, and further understands the wild animals and their habitats. In activities, we should stimulate and protect students' interest in inquiry, encourage students to record activities according to facts, experience the necessity of prediction and verification in practical activities, experience the process of simple scheme design and practice, and collect data and information for analysis and exchange in activities that change control conditions.

Unit 4: Lesson 1 and Lesson 2, starting from the phenomenon that there is time difference in different places at the same time, and the day and night in Beijing and new york are just opposite, it is concluded that this is because the earth is an opaque sphere and is rotating. Lesson 3, Lesson 4 and Lesson 5 There are day and night on the earth, and day and night alternate. Through analysis, reasoning and calculation, it is concluded that the earth is constantly rotating and the rotation of the earth can be observed through experiments. The sixth lesson leads to the question of the direction of the earth's rotation from the question of whether it is morning or dusk in Beijing, and guides students to draw the conclusion that the direction of the earth's rotation is from west to east by using the principle of relative motion in simulating the activities of the sun rising in the east and setting in the west. The seventh lesson, on the basis of the above research, explains the problem that there is time difference in various places, dawn comes first, and the New Year bell will not ring at the same time. Lesson 8, continue to study the problem about the earth's rotation. On the basis that students already know that the alternation of day and night around the earth is formed by the rotation of the earth, it is introduced that the days in polar regions are very long for half a year, and even there are extreme days. Let the students draw a conclusion through the simulation experiment: when the earth rotates, the axis of the earth is always inclined, and the inclination direction and inclination remain unchanged, which naturally paves the way for the causes of the next four seasons. Lesson 9 is just the opposite of the previous lessons. It uses the conclusion that the earth tilts and rotates to simulate the earth's revolution around the sun and observe what will happen. Because the content is difficult and not the point, teachers should strengthen experimental guidance. The last lesson "Day and Night, Four Seasons and Animals and Plants" is an extension of this unit. The alternation of day and night caused by the earth's rotation and the change of seasons caused by the earth's revolution make the light and heat obtained in the same place at different times change, and the light and heat obtained in different places at the same time are also different. This has produced all kinds of environment, climate and creatures on the earth, and also made all creatures on the earth grow and live rhythmically.

Verb (abbreviation of verb) Basic measures:

1, implement the general goal of science curriculum in every class;

2. Enrich the teaching process with colorful personal experience activities;

3. Make inquiry the main way of scientific learning;

4. Carefully guide students' scientific learning activities;

5. Each class should establish a doctor of science association, so that students can learn through mutual exchange, cooperation, help and discussion;

6. Give students the opportunity to ask questions and assumptions, and guide students to find their own evidence to verify. After thinking and processing, draw your own conclusions and apply your knowledge to the practice of solving problems;

7. Make full use of all kinds of curriculum resources and modern educational technology;

8. Guide students to participate in various competitions to promote learning.

Six, the main types of teaching activities:

Data collection, field trip, observation and experiment in natural state, special research, scene simulation, and scientific small production.

Discuss and debate information meetings, reports, exchanges, and visit planting and breeding science competitions.

Scientific appreciation of community science activities, family science activities, role-playing science fantasy.

Seven, the main guiding methods:

Query method

Demonstration method

Access method

Practical method

Discussion method