High school geography lesson plan for the next semester

5 Geography Lesson Plans for the Second Semester of High School

Geography is a subject that studies the geographical environment on which human beings survive and develop, as well as the relationship between humans and the geographical environment. So how to write a geography lesson plan for the next semester of high school? Below is the geography lesson plan I compiled for you in the second semester of high school. I hope you like it!

Geography Lesson Plan for the Second Semester of High School 1

Teaching purposes:

1. Through the analysis of case ① "Zhoukoudian's soil and water", accurately understand " The concept of "environment" and the relationship between human beings and the environment that influence and restrict each other.

2. Cultivate students’ ability to discover problems and generalize knowledge based on analyzing factual data

Important and difficult points in teaching:

Understand the mutual influence between humans and the environment, Mutually restrictive relationship

Preparation of teaching aids:

Wall charts, self-made charts, etc.

Teaching methods:

Comparative method, diagrams Analysis method, diagramming method, etc.

Teaching process:

Introduction:

Environment and environmental issues are one of the issues that contemporary people are most concerned about. The biggest problems facing mankind in the 21st century are not only war and economic problems, but also environmental problems that are becoming increasingly serious and difficult to get rid of. Therefore, each of us must care about the environment around us and their changes, and take action to protect the environment and our homes. If human beings want to survive and develop in the environment, they must understand the environment around us, understand its development laws, and correctly handle the relationship between humans and the environment.

1. Concept and classification of environment

1. Concept: refers to surrounding things relative to and related to a certain central thing.

Note:

⑴The "environment" mentioned in this book is the same concept as the "geographical environment" often mentioned in geography classes, also known as the natural environment.

⑵The selection of the central thing is different, and the meaning of the surrounding things related to it is also different. For example, with humans or humans as the central thing, other living things and non-living substances are the environment in which humans live. With living things as the central thing, other non-living substances are the environment of the biological world.

⑶ In the "Environmental Law of the People's Republic of China", both biological and non-living elements other than humans are regarded as the human environment.

2. Classification (according to the degree of human influence on it)

Natural environment: an environment that is slightly affected by humans and still retains natural ecological characteristics, such as virgin forests and alpine grasses Deserts, desert salt lakes, polar tundra, etc.

① The artificial environment is created by long-term social labor based on the natural environment and requires human intervention.

Artificial environment: an environment maintained. Such as urban buildings, industrial and mining facilities, farmland water conservancy, livestock pastures, etc.

②The environment is destroyed due to unreasonable human activities. For example, rocky mountains and badlands caused by water and soil erosion, desert quicksand caused by overgrazing, etc.

2. Human beings and the environment

1. Relationship: mutual influence and mutual restriction. Human activities affect the environment, and in turn the environment restricts humans. The greater the force, the greater the counterproductive force.

(Reviewing the relationship between humans and the environment in Unit 5 of Compulsory II)

Read the picture on the right and try to explain what the arrows ①②③④ in the picture represent?

①Indicates that human beings obtain materials and energy from the environment during their survival and development

②Indicates that human metabolism and consumption activities (including production and consumption) discharge waste into the environment< /p>

③Indicates that humans act on the environment.

(The processes ① and ② will have an impact on the environment)

④ means that the environment reacts to the impact it receives on humans themselves

Name the following aspects of humans Which process in the diagram does the behavior belong to?

Mining coal fields, industrial "three wastes", acid rain, land leveling (answers ①②④③)

2. The changing process of the relationship between humans and the environment:

In the beginning, humans and other Like living things, they are in harmony with their environment. With the development of productivity and the advancement of science and technology, humans have had an increasing impact on the environment, leading to today's large-scale destruction of the ecological environment.

Case 1 Zhoukoudian’s land and water

Through this case, you should master the following issues

This case focuses on the changes in my country’s geographical environment and reflects the The evolution of the relationship between humans and the environment from hunter-gatherer society to agricultural society, industrial society, and post-industrial society.

Thoughts

1. In the Paleolithic Age, what were the characteristics of the relationship between the residents of Zhoukoudian and the environment? What's the reason?

Tips: Ancient humans and the environment were in a primitive state of balance, characterized by low-level coordination. The reason was that productivity levels were low and the impact on the environment was weak.

2. Since the agricultural civilization, what problems have arisen in the relationship between Zhoukoudian residents and the environment? What's the reason?

Tips: Since agricultural civilization, the relationship between Zhoukoudian residents and the environment has become increasingly tense, resulting in ecological destruction and environmental pollution. The reason is excessive population growth and only focusing on short-term economic benefits.

3. How do you understand the relationship between humans and the environment?

Tip: Human beings and the environment influence and restrict each other. Human activities affect the environment, and in turn the environment restricts humans. The greater the force, the greater the counterproductive force. People must correctly understand the relationship between the two, follow and adapt to the natural environment, so that the two can truly be coordinated.

4. In the 21st century, how does Zhoukoudian Township treat the relationship between humans and the environment?

Enlightenment: People finally have a correct understanding of the relationship between environment and development. Entering the 21st century, Zhoukoudian Township has increased its efforts in environmental remediation, shutting down polluting enterprises, treating wastewater from the petrochemical area, regulating the Zhoukou River, afforestation and greening, protecting "Beijing people" sites, and developing tourism. Geography Lesson Plan for the Second Semester of High School 2

[Teaching Objectives]

1. Use illustrations to explain the levels of the celestial system and the position of the earth in the universe.

2. Use diagrams to explain that the earth is an ordinary and special planet in the solar system.

3. Analyze the earth’s position in the universe and its own conditions, and understand the reasons for the emergence of life on the earth.

[Teaching Focus]

1. The earth’s position in the universe.

2. The commonness and particularity of the earth.

[Teaching Difficulties]

The reason for the existence of life on earth

[Teaching Process]

(Introduction to new lesson) The East Rising of the Sun We are all very familiar with phenomena such as the setting in the west, the alternation of day and night, and the shifting of stars. Do any of you know why these phenomena occur on the earth? Why is there life on earth? Is there life on other planets? That's what we're going to learn in this lesson.

(Teaching a new lesson)

1. The Earth’s position in the universe

1. The universe is composed of matter

① Types of celestial bodies

A. Stars are spherical or spherical celestial bodies that are composed of hot gas and can emit heat themselves

B. Nebulae are celestial bodies with a cloud-like appearance that are composed of gas and dust.

C. A planet is an approximately spherical celestial body that orbits the sun in an elliptical orbit. It cannot shine by itself.

D. Satellite A celestial body with very small mass that orbits a planet. The moon is the earth's only satellite.

E. Meteoroids are dust particles and small solid pieces in interplanetary space. A large group of meteoroids orbiting the sun in the same orbit is called a meteor swarm. The meteoroids that break into the earth's atmosphere produce light trails due to friction with the atmosphere. They streak across the sky and seem to be scattered outward from a certain point in the sky. This is This phenomenon is called a meteoroid.

F. Comet is a small-mass celestial body orbiting the sun in an elongated orbit, appearing in the form of clouds.

In addition, there are other interstellar materials. Among them, stars and nebulae are the two most basic celestial bodies

(Attachment: Practice to consolidate the understanding and knowledge of the characteristics of celestial bodies)

②Levels of celestial systems

< p> Any celestial body has its own position in the universe. Each celestial body attracts and revolves around each other to form a celestial body system. The composition of celestial systems at all levels is as follows:

A. Earth-Moon System The moon rotates around the earth to form the Earth-Moon system. The earth is the central celestial body, and the moon is the earth's only natural satellite.

B. Solar System The sun, earth, other planets and their satellites, asteroids, comets, meteoroids, and interstellar matter constitute the solar system.

C. Milky Way The solar system and other star systems constitute the Milky Way. Outside the Milky Way, there are about 1 billion celestial systems similar to it, which are called extragalactic galaxies.

D. Total Galaxy The Milky Way and the extragalactic galaxies that can be observed at this stage are collectively called the total galaxy.

The celestial system*** is divided into four levels, in order from low level to high level: planetary system - star system - galaxy - total galaxy

2 , The earth is an ordinary and special planet in the solar system

1. The earth is an ordinary planet

①The motion characteristics of the eight planets: syntropy, *** Surface and nearly circularity

② Structural characteristics of the eight planets

Classification basis: distance from the sun, mass, volume

Classification: Earth-like planets (water (Gold, Earth, Fire), Giant Planets (Wood and Earth), Far-solar Planets (Sky and Sea)

2. The Earth is a special planet

Performance: Life exists on the Earth

Reasons: A. The distance between the sun and the earth is moderate - temperature conditions suitable for the development of life

B. The mass and volume are moderate - adsorbing the atmosphere and forming an atmosphere surrounding the earth

< p> C. The internal structure and material movement of the earth - the formation of the primitive ocean.

The earth is the only planet in the solar system currently known to be suitable for the survival and reproduction of living things. The reason for this is not only its location and its own conditions, but also the cosmic environment in which it lives. of great relationship. In the solar system, the large and small planets orbit the sun in the same direction, and their orbits around the sun are almost on the same plane. The large and small planets go their own way without interfering with each other, making the earth in a relatively safe cosmic environment.

[Class Summary]

1. Use diagrams to explain the levels of the celestial system and the earth’s position in the universe

2. Use diagrams to explain what the earth is An ordinary yet special planet in the solar system

3. Analyze the earth’s position in the universe and its own conditions, and understand the reasons for the emergence of life on the earth

[Class Exercise]

The topics selected for each teaching objective will help students understand and consolidate the knowledge they have learned. Geography Lesson Plan for the Second Semester of High School 3

Three-dimensional objectives:

1. Use cases to explain the location factors and characteristics of the formation of large pasture grazing industry.

2. Read pictures to analyze the location factors that formed the dairy industry in Western Europe, and use data to summarize the characteristics of the dairy industry.

3. Comparatively analyze the location conditions of the dairy industry in Western Europe and the grazing industry in the Pampas.

Teaching focus:

1. Cases to illustrate the location factors and characteristics of the formation of large pasture grazing industry

2. Reading pictures to analyze the location of the formation of dairy industry in Western Europe factors, using data to summarize the characteristics of the dairy industry.

Teaching difficulties: Comparative analysis of the location conditions of the Western European dairy industry and the Pampas ranching industry

Preparation of teaching aids: world topographic map and each picture of the textbook

Teaching methods: case analysis, heuristic narrative, comparative analysis

Class schedule: 1 class hour

Teaching process:

Large pasture grazing< /p>

1. Characteristics: Market-oriented agricultural regional type, characterized by large production scale and high degree of specialization

2. Main distribution: United States, Australia, New Zealand, Argentina, South Africa, etc. country.

Arid and semi-arid climate areas, these areas have sparse vegetation and are not suitable for planting and can only be used for grazing. The United States and Argentina play an important role in cattle ranching, and Australia, New Zealand, and South Africa play an important role in sheep farming.

Case:

1. The relevant analysis of the location factors of large pasture grazing industry should not be viewed in isolation. Natural factors are the basis, humanistic and economic factors are the conditions, and scientific and technological progress (including traffic conditions and improvements in pasture conditions) are the “catalyst.”

2. When analyzing Figure 3.15, we should focus on grasping important information such as the area’s land and sea location, topography, developed railway transportation and convenient maritime transportation conditions.

3. Complete the activity questions based on Case 4.

(The processing of activities can be carried out by students reading the case → student analysis → student discussion → teacher summary.)

Activities:

1. Use The example of ranching in the Pampas is to summarize the location conditions of ranching as an agricultural regional type.

Tips: The climate is mild, the grass is luxuriant, and the grass quality is good; the land is vast and sparsely populated, and the land rent is low, making it possible for large-scale operations of the ranch; the proximity to the seaport promotes the commercial operation of the ranch.

2. What are the characteristics of the large-scale pasture grazing industry in terms of management methods, commercialization, specialization, economic benefits, and scientific and technological applications?

Tips: Business mode: intensive agriculture, large production scale

High level of commercialization and specialization; high economic efficiency; emphasis on the application of science and technology, such as cultivating fine breed cattle and improving transportation conditions , open up water sources, plant feed, divide areas for rotational grazing, etc.

3. Can Inner Mongolia, Xinjiang and other regions in my country adopt the production model of Pampas grassland grazing industry?

Instructions: my country's Inner Mongolia and Xinjiang regions are vast, sparsely populated and have good pasture quality. If the application of science and technology can be strengthened and transportation conditions improved, the production model of large pasture grazing can be adopted.

Typical representative - the development of large-scale cattle ranching in the Pampas of Argentina

1) Favorable location conditions -

(1) Mild climate , with lush grass, is one of the best natural pastures in the world;

(2) The vast land, sparse population, and low land rent provide the possibility for large-scale pasture operations;

< p> (3) The location advantage of being close to the seaport promotes the commodity operation of the ranch.

(Requirements for map reading: Be familiar with the geographical locations of the above countries and regions, Pampas, etc. on the world map.)

2). Development process——

From the free grazing of Indians (extensive subsistence nomadism) to the intensive commercial cattle grazing of Europeans.

3) In order to promote the development of the cattle ranching industry, the Argentinians have done the following:

① The connection of the railway makes it easier to transport beef cattle to port cities for slaughtering, processing and export;

p>

② Take measures such as fenced grazing, divided areas for rotational grazing, planting feed, and digging wells to ensure drinking water for humans and animals and water for grass growth to prevent the pasture from degrading

③ Raise well-bred cattle and strengthen the supervision of well-bred cattle Breeding, and research into cattle diseases.

4) Argentina has a vast territory and sparsely populated area, and its beef is mainly exported. The invention of the offshore refrigeration ship expanded the market for Pampas beef to Europe. Geography Lesson Plan for the Second Semester of High School 4

1. Talking about the Course Standards

"Main Environmental Problems Facing Humanity" is selected from the first section of Chapter 4 of the Chinese Map Edition Geography Compulsory Course 2.

The requirements for this section in the new curriculum standards are to summarize the main environmental problems faced by mankind based on relevant information, communicate with family members about their views on environmental issues, and do what they can to improve the local environment. From this point of view, this part of the content cannot be ignored from the understanding and grasp of basic knowledge points to the analysis and application of students. Therefore, always grasping the standard requirements of this section in teaching and improving students' learning ability are the main tasks that our teachers strive to accomplish.

2. Teaching materials

1. The status and function of teaching materials

This teaching content is based on the knowledge of human production activities and other knowledge. It is a key to unlocking the principles of geography and is of great significance for guiding human production and life and rational development and utilization of natural resources. This course makes students aware of the importance of environmental protection and pays attention to the environmental problems around them by summarizing several environmental problems faced by human beings.

2. Teaching objectives

(1) Knowledge objectives: Understand the causes, consequences, distribution, and control measures of atmospheric environmental problems such as global warming, ozone layer destruction, and acid rain.

(2) Ability goal: Use a variety of materials to help students correctly understand the impact of human activities on the geographical environment, so that students can understand environmental problems and governance measures in different regions.

(3) Emotional attitudes and value goals: By learning relevant knowledge about environmental issues, students are guided to pay attention to the global environment, establish global awareness, environmental awareness, and cultivate a sense of social responsibility.

3. Teaching focuses and difficulties

Focus: The causes of global warming, ozone layer destruction, acid rain and other environmental problems.

Difficulty: The consequences of several global environmental problems and their governance measures.

3. Teaching method and learning method

Teaching method: adopt inquiry-based learning and group cooperation discussion method. On the one hand, combined with textbook pictures and text materials, students can develop a learning attitude of active inquiry. On the other hand, let students work in groups to collect relevant information about global environmental issues, discuss the causes and summarize them.

Learning method: Students must learn to inquire, that is, learn how to analyze and select valuable information and how to use basic geographical principles to connect with actual methods to solve specific geographical problems. Students must also learn to cooperate, and students in groups can complete activities together.

IV. Teaching Procedure

1. Everyone has seen that when introducing a new lesson, I used a video material with a beautiful environment as this lesson

A scenario of the content is introduced to enhance students' perceptual understanding and form a sharp contrast with the content of this lesson. The two sections of curriculum standard analysis and textbook analysis enable students to clarify their tasks.

2. Teaching new courses: In the process of teaching new courses, I design based on three points.

(1) Open teaching content: This section introduces several global environmental issues such as global warming, ozone layer destruction, air pollution and acid rain. I provide corresponding text and video materials for almost every question. (Watching) Coupled with the materials prepared by students before class, they can conduct full discussions, independent exploration, and understand the causes and harms of environmental problems.

Through discussions, students will find their own omissions and deficiencies and constantly make modifications and improvements.

The second problem is the destruction of the ozone layer. Because this content has been covered in the previous teaching process, after viewing pictures of the Antarctic ozone hole, students were given exercises to consolidate their knowledge points.

Regarding the environmental issues of air pollution and acid rain, I also provide students with a large amount of information for them to process and organize.

Of course, teachers should supplement information in a timely manner and summarize scattered knowledge points, which means networking and systematization. That is, a summary of key knowledge.

(2) Make full use of courseware

This courseware contains a large number of highly intuitive texts, pictures, data, and video materials. It can enable students to have a more intuitive and in-depth understanding of the current environmental conditions faced by human beings.

(3) Carefully designed activities

The activities in this section are designed to guide students to pay attention to life, the environment, and apply what they have learned. When teaching, we first use pre-class exploration activities to elicit the environmental problems faced by mankind, enhance students' perceptual understanding, and enhance their crisis awareness. During the teaching process, students are allowed to fully discuss, explore independently, and understand the causes and hazards of environmental problems. After class, teachers guide students to form interest groups to focus on and study environmental crises in their own lives. That’s the case study here. The students carried out group exploration activities on the theme of "desertification" and acted as warriors to everyone in this class. This not only expands students' horizons, but also enriches classroom teaching. The final cartoon reflection pushed this activity to a climax. It can be said that this cartoon is the summary and sublimation of the central idea of ??this lesson.

5. Teaching effect

The inquiry-based teaching model gives students the initiative in the classroom and comprehensively and harmoniously cultivates students' quality, so that students can transform from passive recipients of knowledge to losers. The object of irrigation is transformed into the subject of information processing. The method of group discussion and cooperation not only cultivates students' team spirit and cooperation awareness, but also creates a free and democratic learning atmosphere for students, giving full play to students' intrinsic motivation and enabling students to learn to learn.

Computer-assisted teaching uses multimedia to process some static information in textbooks into dynamic information with pictures, colors, shapes and sounds, and presents it to students in an intuitive, fast and large-capacity way, thereby motivating students Exciting points, mobilizing students' enthusiasm, are conducive to breakthroughs in key and difficult points, and are conducive to improving teaching efficiency and effectiveness. By using this courseware, I have a deep impression, that is, if you are a professional geography educator, you can use this courseware to obtain good teaching effects; if you are a non-professional, you can use this courseware to obtain good teaching results. learning effect. Geography Lesson Plan for the Second Semester of High School 5

1. Teaching Objectives

(1) Knowledge Objectives:

1. Understand the causes and production of the total amount of atmospheric ozone hazards and measures to protect the ozone layer;

2. Understand the types of greenhouse gases, the causes and hazards of global temperature rise, and protective measures;

3. Understand the causes of acid rain, and master The main acid rain distribution areas in my country and the main measures to prevent and control acid rain.

(2) Ability goals:

By allowing students to independently browse and retrieve information online, we will develop their hands-on ability and ability to actively learn and acquire knowledge.

(3) Moral education goals:

1. By analyzing the main causes of atmospheric environmental problems, students can understand the close relationship between people and the environment, understand the significance of environmental protection, and establish the concept of "environmental protection". Awareness", start from me, start from the little things around me; establish a correct view of the environment, establish a "global awareness", and understand the importance of participating in international cooperation in protecting the atmospheric environment;

2. Cultivate students' collaborative spirit through online communication and discussion.

2. Analysis of teaching materials

1. The teaching materials of this course are not only a summary and deepening of the teaching materials of this unit, but also a manifestation of integrating theory with practice. The teaching materials for this unit adopt a step-by-step compilation method to gradually deepen students' understanding. For example, the issues such as global warming and ozone layer destruction discussed in this lesson have been mentioned in the previous lectures on "The Composition and Vertical Distribution of the Atmosphere" and "Thermal Conditions of the Atmosphere", which provide a good theoretical basis for this lesson. The foreshadowing.

The causes of acid rain are also discussed in junior high school chemistry classes. Therefore, the teaching of this course should fully guide students to use the theoretical knowledge they have learned to explain these practical problems. The textbook of this course further extends and deepens the causes of these atmospheric environmental problems based on the previous knowledge. The focus is on describing the hazards of atmospheric environmental problems and measures to protect the atmospheric environment.

2. The purpose of this course textbook is to enable students to understand that protecting the atmospheric environment requires global cooperation, planning and controlling various human activities that affect the atmospheric environment, thereby cultivating students' global concepts, environmental awareness and behavioral norms.

3. Academic Situation Analysis

1. The students are in the first grade of high school; they use the textbook PEP Edition (official version) and the new high school geography textbook (first grade in high school);

2. Students should be familiar with general computer operations such as the operation of word documents and PowerPoint presentation tools, be familiar with the online classroom environment, and have certain network operation skills.

4. Learning environment and resources

1. Campus network, online classroom, broadband network, projector, and video display stand.

2. Online teaching courseware and multimedia courseware.

3. Online classroom system, word document, and PowerPoint presentation tool.

5. Teaching ideas and design

Teachers design web pages and upload course content to the web pages. Before the course begins, students enter the web page themselves. Based on the constructivist learning theory, students use the online environment to explore and learn, and use computers to independently construct the content they have learned. The teacher adopts target-based teaching and designs the teaching objectives of this lesson into thinking questions as learning tasks, allowing students to obtain relevant knowledge on the web, put forward their own opinions, and then communicate with each other online to learn. Through student-student interaction and teacher-student interaction, achieve the teaching purpose of this lesson. The design of the teacher's teaching process focuses on organically combining the learning and application of geographical knowledge with the use of information tools, and focuses on cultivating students' ability to use information technology to learn and apply geographical knowledge in life.

The teaching process of this lesson is: "Introduction of new lesson─Free exploration─Collaborative discussion─Summary and summary─Consolidation practice─Thinking expansion."

6. Teaching process

(1) Introduction of new lessons

Teacher: “Environmental issues are a topic of widespread concern, and green supplies have also become people’s pursuit. fashion. Please tell me, students, what green products do we use in our daily lives?” (After students answered) “The extensive use of green products shows that people’s awareness of environmental protection has become stronger and stronger. In today’s lesson, we will Let’s discuss some knowledge about atmospheric environmental protection.”

(2) Free inquiry

Display the learning objectives of this lesson on the big screen and base on each piece of knowledge. Focus on the learning goals to be achieved, and design relevant questions to let students think:

1. What is the reason for the destruction of the ozone layer? What are the hazards? What measures should be taken to protect it?

2. What are the causes of global warming? What are the hazards? What measures should be taken to combat global warming?

3. How is acid rain produced? What are the hazards? What measures should be taken to prevent and control acid rain? ?

Guide students to conduct independent learning through relevant websites, and use word documents or PowerPoint to prepare answers to the above questions into manuscripts. If students encounter problems in their studies, they can raise their hands and receive individual tutoring from teachers. They can also use chat rooms for teacher-student communication and student-student communication. Teachers can monitor the learning progress of each student at any time through the teacher machine.

(3) Collaborative discussion

1. Teachers display students’ learning results and comment on outstanding issues.

2. Arrange students to discuss relevant issues collectively.

(4) Summary

Through this lesson, we learned that global atmospheric environmental problems such as global warming, ozone layer destruction, and acid rain have already affected human beings. Production and life, and the occurrence of these problems is closely related to human beings' own activities. To this end, we should trace the causes, control them from the source, take effective measures, strengthen global cooperation, and strive to create an atmospheric environment suitable for human survival. It is our unshirkable responsibility to control the atmospheric environment, and we hope that students will actively participate in this action. (The large screen displays the learning outline of this lesson)

(5) Consolidation exercises

Conduct self-tests through comprehensive exercises in the online courseware, and the teacher monitors and makes appropriate comments at any time.

(6) Thinking expansion

Ask the question: In our daily life, how should we do our little part to protect the atmospheric environment?

Students You can send your thoughts to the chat room for everyone to discuss together; you can also send them to your email.