Selected scientific activities in primary schools

Scientific activities aim to cultivate the scientific literacy of primary school students and actively advocate students to experience inquiry learning activities. The following is my carefully collected primary school science activity plan. I will share it with you and enjoy it together.

Primary school science activity plan 1

Teaching objectives:

Knowledge and skills: Understand the special structure of butterfly wings, fly eyes, cricket ears and insect antennae, and understand the living habits between aphids and lacewings, so as to have a better understanding of the insect world.

Process and method: I will carefully observe the special structure and skills of insects with a magnifying glass and discover more secrets of the insect kingdom; Know that you can get more information by using tools, not just observing with your eyes.

Emotional attitude and values: in the process of acquiring more insect knowledge, further stimulate the interest in exploring the insect world.

Teaching preparation:

1. Grouping materials: insects or insect specimens, magnifying glasses, student activity manuals. 2. Pictures, video materials and multimedia courseware about the insect world. Teaching process: 1. introduce

1. Dialogue: We have observed ants, locusts and silkworm moths. Their bodies are divided into several parts. What are their common characteristics?

2. Description: Like ants, locusts and silkworms, the body is divided into three parts: head, chest and abdomen. Animals with tentacles on their heads and three pairs of feet on their chests belong to insects.

3. Do you know what the tentacles on the grasshopper's head are like? Who can draw a picture?

We usually don't see the tiny organs such as tentacles, eyes and ears of insects very clearly. Today, we will observe their special structures with a magnifying glass, and maybe we will discover many secrets of the insect world.

Second, observe some organs of insects.

1. Teachers provide insects or insect specimens, and students observe the wings of butterflies, the eyes of dragonflies or locusts, and various tentacles and mouthparts of insects in groups. It is required to observe with eyes first, then observe with a magnifying glass, and record it in the student activity manual while observing.

2. Communicate your findings. alas de mariposa

Talk about your own observation and discovery of butterfly wings.

The teacher used multimedia materials to show the wings of butterflies, and showed that "every beautiful scale has a small handle, which is embedded in the scale nest on the wings like a fish scale." There are dozens to thousands of ridges on the scales, which have good refractive performance. There are also many parallel sheets on the ridge, which are stacked together like pages. These ridges shine beautifully in the light. "

Compound eye of insect

Talk about my observation and discovery of insect compound eyes.

The teacher showed the dragonfly's compound eyes with multimedia materials, and showed that "butterflies have 1.2 ~ 1.7 million eyes, dragonflies have1~ 280,000 eyes, and houseflies have 4,000 eyes. Although the compound eyes of insects are made up of many small eyes, their eyesight is far less than that of humans. Dragonflies can see 1 ~ 2 meters away, while flies can only see 40 ~ 70 mm. However, insects are very sensitive to moving objects. When an object suddenly appears, bees can respond as long as 0.0 1 second. "

Insect's ear

Communicate your observations and discoveries about insect ears.

The teacher showed crickets' ears with multimedia courseware, and presented the text "Ears grow on the tibiofibular joint of the forefoot, which is a membrane-like structure called tympanic membrane auditory organ. The auditory organs of owls and crickets are oval or slit-shaped, and there are 100 ~ 300 sensory cells in the eardrum, which can quickly receive sound signals of the same kind, such as calls, courtship sounds, mating sounds, attack sounds and alarm sounds, so as to make answers. According to the measurement, the optimal frequency of audio lovers of some genera of the family Tettigonidae is 10000 ~ 17000 cycles per second, and the optimal frequency of audio lovers of crickets' feet is 700 ~ 5000 cycles per second, but the range of sound waves they can feel is much wider than the optimal range. The ears of locusts grow on both sides of the first abdominal segment; Mosquito's ear, which grows on the antenna; The ears of owls and crickets grow on the calves of the front legs; Moth's ear, which grows between the chest and abdomen; Cicada's ears grow under her abdomen. "

Insect antenna

Communicate your observations and discoveries about insect antennae.

The teacher used multimedia courseware to show the tentacles of various insects, and showed that "tentacles are the main sensory organs with the functions of smell, touch and hearing." Antennas can help insects find food and mates and find out whether there are obstacles in front of their bodies. Some insects' antennae have other uses, such as males holding females during mating, magical mosquito larvae catching food, backstroke stinky bugs' antennae balancing their bodies in water, and water turtle insects helping to breathe.

3. Teacher's summary: Through my own personal observation and reading the introduction of insect compound eyes, ears and tentacles,

We have a better understanding of insects. After class, you can continue to observe insects and try to discover more secrets of insects.

Third, inspire students to further observe the secrets of the insect world.

1. Dialogue: All we see before our eyes are insect specimens. If we go to nature and observe their lively appearance, under the blue sky and in the cicada singing, it will be an interesting thing, and we will find more secrets.

2. Read the textbook observation example "Aphids and their natural enemies-Chrysopa". 3. Make an observation plan, including the content, place and method of observation. 4. Exchange observation plan.

5. The teacher put forward observation requirements, including environmental protection and safety precautions.

Knowledge link: introduction to animal compound eyes

Compound eye is relative to monocular eye, which is composed of many small eyes. Each eye has cornea, lens vertebrae, pigment cells, retinal cells, rods and other structures, and is an independent photosensitive unit. Axons extend backward from retinal cells, pass through basement membrane, and synthesize optic nerve. Some arthropods have pigment cells in their compound eyes. When the light is very strong, the pigment cells will extend. Only direct light can reach the rod and be felt by the optic nerve. Oblique light is absorbed by pigment cells and not felt by optic nerve. In this way, each small eye can only form one image point, and the image points formed by many small eyes are combined into an image. When the light is weak, the pigment cells contract, so that the light entering through each small eye can enter other small eyes through refraction besides direct light, so that the rod in each small eye nearby can feel the light refracted by several adjacent small eyes. In this way, when the light is weak, the object can also be imaged. The compound eye of housefly consists of 4000 small eyes, and that of butterfly and moth has 28000 small eyes. The surface size of the eyelet is different not only in different kinds of insects, but also in different parts of the same compound eye. For example, the surface of the eyelet on the back of the male gadfly's compound eye is larger. Some mosquitoes (Biblio) have small eyes of different sizes, which can be divided into two areas. These changes are related to their living habits.

Although the compound eyes of insects are made up of many small eyes, their eyesight is far less than that of humans. Dragonflies can see 1 ~ 2 meters, while flies can only see 40 ~ 70 mm. However, insects are very sensitive to the reaction of moving objects. When an object suddenly appears, bees can respond as long as 0.0 1 sec. Predatory insects react faster and more agile to moving objects. Insects, like humans, can distinguish different colors, but they are different from the wavelengths that humans feel. The wavelength range that insects can feel is 240 (ultraviolet light) ~ 700 (yellow and orange) nanometers. Bees can't tell orange from green; Nettle butterflies can't see green and yellow-green. Ordinary insects can't feel red.

Primary school science activity plan II

Teacher: (showing a black plastic bag) What is this?

Health: Black plastic bag.

Teacher: Do you know what's in the bag without opening it?

Health: I don't know.

Teacher: Think about it. How do I know what's in this bag?

Health: You can touch it with your hands.

Health: It should be possible to smell with your nose.

Health: I think you can still taste it with your tongue.

Teacher: How clever. What would you do if the teacher asked you to determine what this bag is now?

Health: Touch it with your hands first.

Teacher: Why did you choose to touch it by hand first?

Health: I think it's relatively simple.

Teacher: Do you smell with your nose or taste with your tongue first?

(Students debate independently)

Teacher: Yes, we can't just smell or taste the unknown. We should pay attention to safety.

Teacher: We also have a black bag with unknown objects in each group. Ask the group leader to take it out of the experimental table, and organize the group students to close their eyes and try it in the way you just thought.

(The team members closed their eyes and touched things under the organization of the team leader)

Teacher: Just now, the students' activities were very serious and worthy of praise. Who can tell me which objects you have touched accurately with your hands?

Group 2: We just touched the litchi with our hands, because we felt that the litchi was small and the surface was rough.

Teacher: You can feel the size and surface roughness of an object with your hands. What about those we can't be sure with our hands?

Health: You can also smell it with your nose.

(Close your eyes and smell the things in the group)

Teacher: What do you smell?

Group 5: Xiaohua in our group likes apples very much. Just smell them.

(Other groups have their own opinions. )

Teacher: Your nose is really sensitive. When you can't smell something clearly with your nose, keep your nose away from it, fan it with your hand, and then inhale slowly.

Teacher: There are still some things that hands and nose can't perceive accurately. What should I do?

Health: There is another way to choose, and that is to taste with your mouth.

Teacher: As we just discussed, not everything can be tasted. However, what the teacher has prepared for everyone is clean and safe, so you can rest assured to taste it.

(The group closes their eyes and tastes with their noses held.)

Teacher: What did you taste? Have you tasted it with your teeth and lips?

12 group: Like 2 groups and 5 groups, we also identified two kinds first. We just tasted pears with our tongues.

Teacher: Oh, it's great that you can recognize everything in the bag.

Primary school science activity plan 3

Teaching purpose:

1. By observing the biological environment data in the pond, we can understand the ecosystem in the natural environment, and design the construction scheme of the ecological bottle on this basis.

2. Be able to make ecological bottles according to the design scheme and actual situation, and insist on the management and observation of ecological bottles.

3, can listen to each other's opinions, * * * and ecological bottle cooperation, and division of labor for management and observation.

Teaching emphasis: be able to design an ecological bottle construction scheme.

Teaching difficulty: understanding the ecosystem in the natural environment.

Teaching preparation: large beverage bottles, scissors, materials needed to build ecological bottles, and mobile notebooks. Physical projector.

Teaching process:

First of all, introduce.

Teacher: Have all the students observed the lotus pond on our campus? What are the living and non-living things in it? Let's study together in this class, ok?

Second, the inquiry process

1. Observe the pond ecosystem.

Show the pictures of the community. The teacher introduces them to the students and reminds them to pay attention to the following questions:

(1) What aquatic organisms are there in the pond?

(2) What kind of living conditions do aquatic plants need?

(3) What help do the plants in the pond provide to the animals?

(4) What are the abiotic things in the pond and what are their effects on the living things?

Students observe and answer.

2. Design and manufacture an environmental protection bottle.

(1) Panel discussion:

? First of all, consider which creatures should be released in our ecological bottle.

? In order to make these creatures live better in ecological bottles, what should we consider for them?

(2) Record the design scheme.

3. Make an eco-friendly bottle.

(1) Prepare the corresponding means of production.

(2) Making ecological bottles according to the design scheme and actual situation.

(3) The group discussed and decided the location of the eco-bottle, and divided the work into management and observation records.

4. summary.

Third, blackboard design.

Primary school science activity plan 4

This lesson is the content of the first volume "Wind" in the third grade of primary school science. Through the study of this lesson, let students understand that airflow is wind through active participation, discussion and hands-on experiments, so as to realize the size and heat of wind and the advantages and disadvantages of natural wind to human life.

Analysis of learning situation

In order to realize the teaching task, scientific teaching must have a full understanding and analysis of students as the main body of teaching activities. Including the general laws and characteristics of physical and mental development; Various factors affecting students' mastery of knowledge and development ability; Non-cognitive factors with learning motivation as the core and the influence of students' collective on teaching. Only in this way can we effectively adjust teachers' teaching, adjust classroom design, adjust teaching methods and coordinate teaching environment, so as to realize the teaching task of truly developing students.

Teaching objectives

1, knowledge and skills

(1) Through media experiments, guide students to infer that airflow can form wind.

(2) By exploring the air flow in the classroom, we know that the air in the classroom is also flowing.

(3) Understand that the flowing air is wind, and experience that the faster the air flows, the greater the wind; The slower the air flows, the less the wind.

(4) Be able to distinguish different winds in nature and know their advantages and disadvantages.

2. Process and method

(1) Experience the process of exploring the airflow in the classroom, and experience the airflow is the process of exploring the wind.

(2) According to the hypothetical answer, you can design your own method to observe the airflow and make a simple scientific inquiry activity plan.

3. Emotional attitudes and values

(1) Students should understand the existence of science and the surrounding world, and cultivate students' scientific spirit of being willing to study the surrounding world.

(2) Develop the hygienic habit of keeping indoor air circulation.

Teaching emphases and difficulties

Teaching focus

Establish the connection between airflow and wind, that is, truly understand "airflow is wind"

Teaching difficulties

Observe the movement of the wind in the classroom by observing the movement of visible objects affected by the wind.

Primary school science activity plan 5

Teaching objectives

Scientific concept

Magnets come in various shapes.

Magnets have some special properties and are widely used in many aspects.

Process and method

1. Describe and communicate your knowledge about magnets.

2. Observe the shape of the magnet and name the magnet according to the shape.

Emotional attitude values

1, by understanding the use of magnets, we can understand the benefits that science and technology bring to people.

2. Be willing to express and communicate.

3. Stimulate inquiry interest.

Teaching focuses on exchanging and sorting out knowledge about magnets.

Difficulties in teaching know that magnets have some special properties and are widely used in many aspects.

Prepare all kinds of magnets, plastic cars and teaching courseware.

teaching process

First of all, exciting introduction:

1, the legend of nod (Courseware picture shows) Ancient chivalrous men not only had high martial arts, but also often had excellent weapons. With the development of smelting technology, from bronze weapons to iron weapons, they become stronger and stronger, but there is also a special weapon. It's just an ordinary style knife. It looks nothing special, but it's called a "treasure knife". It turns out that other weapons dare not rely on it easily. As soon as they lean on it, weapons will be attracted to it, and people with little strength will often let weapons get rid of them. Hidden weapons don't work either. Those iron hidden weapons haven't hurt people yet. As long as you nod your head and wave them a few times in front of them, the hidden weapons will be completely absorbed by them. No wonder it is called "nodding" by the knights! Do you know the secret?

2. After listening to the legend of Bao Dao, I think there must be a big question mark in children's hearts. Ha ha! Don't worry, look at the teacher's remote control car again!

3. Remote control car demonstration: put a magnet on a plastic car wrapped in paper, package a bar magnet into the shape of a baton, and put the baton close to the car to attract or repel the car from moving forward and backward. How can the car listen to my command?

4. There are too many strange things. Can you guess the mystery? Students guess, communicate and discuss.

Second, our understanding of magnets:

1. Magnets are also used on many objects around us. How much do we know about magnets and how do we know them?

2. Please draw or write your understanding of magnets in groups on the recording paper (magnets as we know them)! Think about how to introduce the group's understanding of magnets to the class. A small exchange meeting will be held later to compare which group knows more and introduces well.

3, a small exchange meeting: the magnet we know.

(1), the whole class communicates, and the teacher records it on the blackboard in the form of network diagram with the "magnet" as the center according to the students' reports.

(2) The performance group is obtained through examination.

Third, organize magnet knowledge with network diagram:

1, shape

(1) Magnets come in various shapes. (Show pictures of courseware)

(2) How to communicate and introduce so many magnets with different shapes? For convenience, people name magnets according to their shapes. Can you give these magnets a name? Affirm all reasonable names, but pay attention to common names: hoof, strip, ring magnet, etc. )

(3) Why do magnets have to be made into so many shapes?

Step 2 use

(1), where is the magnet used?

(2) What are the functions of the magnets in these places?

(Students communicate, the teacher shows pictures of the courseware according to the students' answers, or introduces or helps students open their minds. )

3. Nature

(1), we know that magnets have some special properties. How do we know that?

(2) Can we record these attributes? Students write down what they know about the properties of magnets on the recording paper.

(3) Exchange reports.

Fourth, summary extension:

1. Looking back on The Legend of Bao Dao and the remote-controlled car, what other interesting magnet games can you play? Design it yourself after class!

2. What else do we want to know about magnets?

Blackboard design: magnets as we know them.

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