Awaken the life in the seed.
(Guangdong Education Press, science textbook for fifth grade primary school)
Jiangmen Jianghai District Jiangnan Primary School Xu Aie
I. Overview
"Awakening Life in Seeds" is the content of the seventh lesson of the fifth grade experimental textbook of the compulsory education curriculum standard of Guangdong Education Press, with a total of one class hour. This lesson is mainly about learning some external conditions needed in the process of seed germination. It is the second lesson of the seventh lesson, based on students' learning "what kind of seeds can germinate", and it is also an important basis for later learning the process of seed germination and the role of cotyledons.
Second, the analysis of teaching objectives
1, scientific knowledge objective: to understand some external conditions and reasons needed in the process of seed germination.
2. Ability training goal: Students experience the scientific inquiry process of "experiment-observation-analysis" and master the general methods of scientific inquiry.
3. Emotion, attitude and values: through experimental research, cultivate good habits of careful observation and analysis, and experience the fun of scientific inquiry; Understand the knowledge about seed germination and the mystery of plants.
Third, the focus and difficulty of teaching
Key points: Organize students to experience scientific experiments and explorations, link experimental conditions with experimental results, analyze the cause and effect, and draw scientific conclusions.
Difficulties: According to the experimental arrangement and the analysis of the research results, the external conditions needed for the seed germination process are summarized.
Fourthly, the analysis of learners' characteristics.
Grade five students participated in the study. Through the usual observation and understanding, students of this age group have certain scientific literacy, experimental operation ability and observation ability, and have a certain perception of the germination process of seeds. At the same time, students have a strong interest in learning science lessons, and their hands-on experiment ability is constantly strengthened. They are interested in events that imply scientific problems in their lives, but their practical operation ability and analytical ability in scientific activities are not strong.
The Selection and Design of verb (Verb's Abbreviation) Teaching Strategies
In this class, I used the methods of experiment, analysis, guess-inquiry and so on to organize teaching. First, introduce a new lesson with problem situations, make clear the learning content of this lesson, then guide students to guess and explore the external conditions needed for seed germination, and then let students analyze the reasons why seeds germinate and do not germinate in the experiment, so that students can really understand the external conditions needed for seed germination and discuss other external conditions for seed germination in depth. Finally, after-school extended learning is carried out through summary.
Sixth, teaching preparation.
Three cups, a flowerpot, courseware and projector are used for the germination of experimental seeds.
Seven. teaching process
Before class, put three cups filled with soil and 10 kidney bean seeds in the experimental corner of the classroom (divided into male and female groups), and arrange students to conduct experiments in turn according to the requirements of textbook experiments every day. The whole class observes and takes notes during the break every day.
(a) Creating problem scenarios and introducing new courses.
1, courseware demonstration "seed experience" fragment.
There are many seeds in the warehouse (lonely expression). After sowing, the farmer's uncle planted the seeds in the ground to take root and sprout (happy expression).
Teacher: Why does the same seed germinate when planted in the ground instead of in the warehouse? Do you want to know how to awaken life in seeds?
Health: Yes!
2. Introduce topics and write on the blackboard.
In this lesson, we will learn the mystery of "awakening life in seeds" and understand what kind of environment seeds need to germinate.
(2) Collect the experimental situation and explore the reasons.
1, from the experimental situation, leads to problems.
Teacher: Before class, we did a seed germination experiment in the experimental corner, and the students also observed and recorded it.
Can you tell me how this experiment is carried out? What did you observe? What did you find?
Students report and show courseware:
Number two.
Number three.
1
Don't water, keep watering the right amount of water and water more.
Dry the soil, keep the soil moist, and immerse the soil in water.
(Not germinated) (Many buds have germinated) (Not germinated)
2. Guide speculation and determine conditions.
Teacher: Why do some seeds germinate in the soil and some don't?
(1) Guess: What kind of environment is needed for seed germination?
(2) Students report their guesses.
Blackboard writing: The external conditions needed for seed germination are: water, air, sunshine, soil, water, water, water, water, water, water, water, water, water, water, water, water, water, water, water, water, water,
(3) Use experiments and life experience to verify the conjecture. (After the group activities, report and verify)
Verification 1: The cup 1 was not watered, and the seeds in the cup did not germinate. Add a proper amount of water to the No.2 cup, and the seeds in the cup germinate. It shows that the external condition needed for seed germination is water.
Verification 2: No.3 cup is watered too much, the soil is hard, there is no air, and the seeds in the cup do not germinate. It shows that the external condition needed for seed germination is air.
Verification 3: There is no sunshine in the corner of the classroom experiment, but the seeds in the No.2 cup germinate. It shows that the external conditions needed for seed germination can be without sunlight.
Verification 4: The courseware shows pictures of plants growing in water and planting without soil. It shows that the external conditions needed for seed germination can be soil-free.
Guide the students to draw the conclusion that the external conditions needed for seed germination are: water and air (wiping away sunlight and soil)
3. Guide the inquiry and analyze the reasons.
(1) Show three cups of experimental seeds sprouting, and ask students to analyze the situation of seeds not sprouting and sprouting in the experiment.
After the students answer, the courseware shows:
Number of cups
1
2
three
deprive
Plenty of air, no water.
Both water and air are suitable.
There is too much water and not enough air.
Germination situation
not have
many
not have
(2) Group discussion: the relationship between experimental control conditions and experimental phenomena.
Experimental control conditions directly affect experimental phenomena.
(4) Think about it: Why is there a small hole under the flowerpot? (Showing a flowerpot)
(3) Further perceive other external conditions and deepen understanding.
1, the courseware shows the question picture of the theme figure in the textbook: Does temperature affect seed germination? How to study?
2. Let the students talk about their own views and opinions.
3, the courseware plays the confession of seeds: My germination needs a certain temperature besides water and air. But if the temperature is too high or too low, I will lose my ability to germinate. Only the most suitable temperature is the most ideal temperature condition for my germination.
It is concluded that the influence of temperature on seed germination is the external condition of seed germination.
4. Group discussion: How will you conduct an experimental study on the effect of temperature on seed germination? Please write down your thoughts and opinions.
After the students have finished speaking, project some ideas of students' experiments for your reference.
(4) class summary and extension after class.
1. Today, through the seed germination experiment, we have made many new discoveries and mastered some scientific inquiry methods. After returning home, interested students can do an experiment on the influence of temperature on seed germination according to their own experimental ideas. Please tell us about the process and situation of the experiment next week.
2. I hope you can use your spare time to go online and the library to find out the relevant knowledge of seed germination and see what other factors will affect seed germination. Let's feel the mystery of plant germination and growth together, shall we?
Blackboard writing:
Awaken the life in the seed.
The external conditions required for seed germination are: water, air and temperature.
The conditions of experimental control directly affect the experimental phenomena.
Eight, teaching evaluation design
At the end of class, after the teacher summarizes the completion of this content and goal, let the students evaluate themselves (knowledge evaluation and attitude evaluation) in the evaluation form, and the group members evaluate each other. After class, teachers feedback students' learning process, reflect on their own teaching process, and constantly optimize their classroom teaching.
Specific evaluation contents include:
L knowledge mastery: understanding some external conditions needed in the process of seed germination.
L knowledge application: we will analyze the reasons why seeds germinate and do not germinate in the experiment, and understand the external conditions needed for seeds to germinate.
L learning participation: actively participate in group activities, pay attention to the correct methods of absorbing other students' answers, find out the mistakes in students' answers, and actively participate in cooperation.
L performance: think carefully, speak in class and group, be positive and contribute to the group.
L learning methods: for other similar teaching contents, you can transfer learning methods.
L teaching: the arrangement of teaching content, the determination of teaching objectives, the completion of teaching objectives, teaching effects, etc.
(1) Student self-evaluation form:
subitem
Evaluation content
Evaluation sequence
metrics
Understand some external conditions needed in the process of seed germination
Know □
Know basically □
I don't know
Understand the reasons for the external conditions required for seed germination.
Know □
Know basically □
I don't know
Master basic experimental research methods.
Master □
Basic mastery □
Don't scratch □
Attitude evaluation
Listen carefully to other people's opinions
Very good □
Ok □
To be improved □
Actively express their opinions.
Very good □
Ok □
To be improved □
Willing to cooperate with peers.
Very good □
Ok □
To be improved □
(2) Team members learn the mutual evaluation form.
Group learning mutual evaluation form
figure
Internal capacity
Team member 1
Team member 2
Team member 3
Team member 4
Achievements: excellent, good, medium and poor.
1
Actively participate in the analysis of experimental research
2
Most of the time, he (she) actively participates, takes active actions and raises his hand to speak.
three
His (her) advice is always very helpful to me.
four
He or she often encourages/urges other members of the team to actively participate in collaboration.
five
He (she) can finish his (her) work and study tasks on time.
six
I am satisfied with his (her) performance.
seven
He (she) has made outstanding contributions to the group.
eight
Learn the method of scientific experiment for him or her.
(3) teacher evaluation form
Evaluation of students' learning process
Teachers' reflection on teaching
1. All students participate in the whole teaching process through speaking, thinking and doing.
Good, very good, so-so
2. Students can ask questions about study and research and try to solve them through cooperative inquiry.
Good, very good, so-so
3. Students are active in thinking and take the initiative to speak.
Good, very good, so-so
The communication between students is multi-directional. Do students actively participate in group discussions, express their opinions and comment on other people's speeches?
Good, very good, so-so
5. Students have a pleasant learning experience. Does every student have different degrees of gains?
Good, very good, so-so
6. Underachievers' mastery of knowledge and skills in this lesson.
Good, very good, so-so
7. Problems in students' learning this lesson:
8. Solutions to students' problems:
1. Is the arrangement of contents and the formulation of objectives appropriate?
2. Is the arrangement of teaching methods appropriate?
3. How about the completion of teaching objectives?
4. Success and existing problems
5. Ideas:
(1) What are the language and literature majors in China?
China major in language and literature. China language and literature, a