5 Geography Lesson Plans for High School Teaching Examples

In the four links of reading, listening to lectures, studying, and summarizing, high school study has higher requirements than junior high school study. Next is the geography lesson plan high school teaching example I compiled for you. I hope you like it!

Geography lesson plan high school teaching example 1

Large-scale sea water sports

1. Teaching materials

"Large-Scale Seawater Movement" is the content of the second section of Chapter 3 of the compulsory course 1 of the People's Education Press. The content of Chapter 3 belongs to the physical geography part, which is an analysis of the outer circle structure of the earth. Expand, and the content of this section is the focus of this chapter, "Large-Scale Seawater Movement" is based on the study of the first section "Water Cycle in Nature" and the pressure and wind belt, and it is about the most important water body on the earth--- -More specific and in-depth study of the movement of sea water. Seawater sports also pave the way for learning Chapter 5 of physical geography, environment and human geography. Therefore, it has the function of connecting the previous and the following

2. Talking about learning

At this stage Through the study of geographical knowledge at the junior high school level, students have initially mastered the general methods of learning geography, and can preliminarily analyze the geographical knowledge they have learned based on maps and materials. However, due to the limited comprehensive analysis ability of students, their spatial thinking ability needs to be improved, and they cannot independently summarize and find out the rules; in addition, students have limited knowledge, shallow life experience, unfamiliarity with important and difficult geographical knowledge, and do not understand , need to learn geographical knowledge and improve geographical thinking ability, practical ability and innovation ability under the guidance of teachers.

3. Teaching Objectives

The requirements of the "Course Standards" in this section are to "use maps to summarize the distribution patterns of world ocean currents and explain the impact of ocean currents on the geographical environment." Based on this, I have determined the following teaching objectives:

Knowledge and skills: (1) Understand the distribution patterns of the world's surface ocean currents, understand the distribution patterns of ocean currents and the impact of ocean currents on the geographical environment.

(2) Improve the ability to read pictures, draw, observe, compare, summarize and analyze pictures.

Process and method:

(1) Use ocean current pattern diagrams and distribution diagrams of world surface ocean currents to summarize the distribution patterns of world ocean currents;

(2) Application cases Analyze and explain the impact of ocean currents on the geographical environment.

Emotional attitudes and values:

(1) Develop a cooperative and inquiry-based learning philosophy and a rigorous and scientific learning attitude;

(2) Establish a correct

(3) Learn the cause-and-effect relationship formed by ocean currents, and train students to explore the dialectical relationship between geographical things.

IV. Key points and difficulties in teaching

Key points: The distribution pattern of the world’s surface ocean currents; the impact of ocean currents on the geographical environment.

Basis: Determined by the requirements of the course standards

Difficulty: Use the "Global Wind Belt and Ocean Current Model Map" to analyze the distribution patterns of world ocean currents.

Basis: This part of the knowledge is difficult to understand and remember, and some students have knowledge deficiencies

5. Teaching and learning methods

Teaching method:

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According to the teaching content objectives and geography teaching characteristics as well as relevant teaching rules, that is, the cognitive rules for students to realize from perceptual to rational knowledge, and from macroscopic mastery to microscopic mastery, the leading role of teachers is related to the main body of students. To unify the rules, we mainly adopt picture reading analysis method, heuristic teaching method, case analysis method and discussion teaching method.

The new geography curriculum standards advocate independent, inquiry, experiential and cooperative learning methods, fully respect students’ dominant position, and stimulate students’ initiative and creativity. Therefore, teachers must be the guides for teacher-student interaction in the classroom, helping students to set appropriate learning goals, choose necessary learning strategies, create rich teaching situations, stimulate students' interest and motivation, guide students to question and ask questions, seek reflection, and prepare students for life-long development. Lay the foundation for learning and lifelong development. Therefore, students adopt the following learning methods when studying: independent learning method, picture analysis method, discussion learning method, picture and text conversion method, and knowledge transfer method.

6. Teaching process

(1) Create situations and introduce new lessons

Explain the story "The Messenger on the Sea": A ship sailing on the sea encountered There was a storm at sea and several sailors were blown to a small island after the ship was destroyed. They lost the big ship and had no way to leave the island. A clever sailor came up with a way to write what he wanted to say on paper and put it into a bottle, then put the lid on it, sealed it and threw it into the sea to let the flowing sea water take them with it. The letter floated to the mainland to notify people to rescue them, and they successfully left the island.

Basis: Use stories to create teaching situations; set up suspense, stimulate students' interest, and let students learn with questions (produce Flash animation)

Geography lesson plan high school teaching sample 2

Coordinated development of tourism activities and geographical environment

Teaching objectives:

1. Knowledge objectives:

(1) Understand environmental issues in tourism activities and its causes

(2) Master the evaluation content of tourism resource development conditions

2. Ability goals:

Through learning, cultivate students’ judgment, reasoning, and analysis Ability to solve problems

3. Moral education goals:

Through learning, cultivate students’ civilized habits, awareness of public ethics and the concept of sustainable development of utilizing and protecting resources

Teaching focus:

Tourism resource development evaluation conditions

Teaching difficulties:

1. Tourism value

2. Market distance

3. Environmental carrying capacity of tourism

Teaching methods:

Case method, discussion and comparison method

Teaching methods:

Audio-visual teaching

Lesson schedule:

One lesson

Teaching process:

[Review introduction] Briefly

[Teach new course]

[Write on the blackboard] 4.5 Coordinated development of tourism activities and geographical environment

1. Environmental issues in tourism activities

[Click on the courseware ] Display picture: tourist vehicles, tourists throw away waste casually

Question: This picture reflects what problems will tourism activities cause? What impact will it have?

Answer, summary: omitted

[Write on the blackboard] 1. Environmental pollution

[Click on the courseware] Display Material 1, Material 2

Question: What do the above two materials reflect in tourism activities? Question? What are the consequences?

Answer, summary: abbreviated

[Write on the blackboard] 2. Damage to animal and plant resources

[Click on the courseware] Display materials

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Question: What problems in tourism activities does this material reflect? What impact does it have?

Answer, summary: abbreviated

[Write on the blackboard] 3. Regarding the background environment Destruction

[Click on the courseware] Display pictures

Question: What phenomena in tourism activities do the above pictures reflect? What negative impacts will they have?

Answer , Summary: Omitted

[Written on the blackboard] 4. Damage to cultural relics

[Accepted] In addition to the above problems, tourism activities will also have an impact on normal social order.

[Write on the blackboard] 5. Impact on normal social order

[Question] Can anyone tell me how tourism activities will impact normal social order?

Answer , Summary: Briefly

[Transitional transfer] Briefly

[Written on the blackboard] 2. Evaluation of tourism resource development

1. Tourist value

[Question] From the perspective of tourism value, what conditions should be considered for the development of tourism resources?

Answer, summary: (1) Quality of resources. Examples: ① The Great Wall, Qin Terracotta Warriors and Horses

② Hangzhou West Lake, Suzhou Gardens

(2) Cluster status. For example: ① Beijing Scenic Area

② Yangcun Small World

(3) Regional combination status. For example ① Tianjin Water Park

② Beijing Lama Temple

[Inherited] The higher the resource value of a tourist destination, the higher its economic value? (No)

Explanation: Like other industries, tourism must also consider market factors.

[Written on the blackboard] 2. Market distance

[Click on the courseware] Display materials

Discussion: Why are Shanghai and Jiangsu the most tourists to Hangzhou? And Anhui, Very few in Beijing?

Teacher summary: Omitted. Propose the concept of economic distance.

[Click on the courseware] Show the "Economic Distance" animation

[Transfer] The longer the economic distance, the lower the demand for tourist destinations. It can be seen that the demand for tourist destinations is The attraction radius is limited.

[Click on the courseware] Show the "attraction radius" animation

Examples: Beijing, Hangzhou, Xi'an, Luoyang

[Write on the blackboard] 3. Traffic location and accessibility .

[Click on the courseware] Display materials

Discussion: Which of the two places has developed tourism resources faster? Why?

[Write on the blackboard] 4. Region Reception capacity

[Click on the courseware] Display materials, self-study

[Write on the blackboard] 5. Environmental carrying capacity of tourism

[Question] Ask students to read about the tourism environment What is the concept of carrying capacity, and how is it measured?

The teacher explained: The carrying capacity of the tourism environment includes the adaptability of scenic area resources, economic development, ecological environment, etc. to the number of tourists. Some Some scenic spots are large, and some are small.

[Click on the courseware] Display materials

Discussion: What are the differences between the two places in terms of regional tourism reception capacity and tourism environmental carrying capacity?

Answer, Summary: Briefly

[Written on the blackboard] "Protection of Tourism Environment"

(Let students study by themselves after class)

[Class Summary]

[Class Feedback]

[Homework]

Geography Lesson Plan High School Teaching Example 3

The Relationship between the Sun, the Moon and the Earth

Teaching objectives

1. Knowledge objectives

1. Understand the source of solar energy and understand that the sun is the earth’s main energy source;

2. Understand solar activity (mainly sunspots and flares) impact on the earth;

3. Understand the laws of moon phase changes.

2. Ability objectives

1. Be able to analyze the cycle of sunspot changes and the impact of sunspots on precipitation by reading the correlation diagram between sunspots and precipitation.

2. Can understand through the pictures displayed the reasons why the earth's short-wave radio communications will be interfered with and the phenomenon of magnetic storms will be caused when the solar activity increases.

3. Be able to analyze the causes and patterns of the moon phases through computer demonstrations.

3. Moral education goals

Cultivate students to establish a correct view of man and earth, a scientific view of the universe, and a spirit of love for science and courage to explore.

Teaching suggestions on solar radiation

This part of solar radiation is a common sense introduction, focusing on letting students understand the importance of the sun to the earth. In addition to letting students look at the two pictures in the textbook to understand the concept of the solar constant and the uneven distribution of solar radiation on the earth due to differences in latitude, terrain and meteorological conditions, a small experiment is introduced here to allow students to understand the sun more vividly radiation.

The experiment is like this: take two bottles, one painted white and one painted black, and put a small balloon on each bottle mouth. The balloon is not inflated. Pay attention to the good sealing. Put it under the sun and observe the results. It's easy to see that the balloon on the white bottle doesn't change much, while the balloon on the black bottle starts to inflate. It is clearly seen through experiments that black bottles are more likely to absorb solar radiation. This allows students to understand that the energy of solar radiation is huge and its impact on the earth is profound.

Teaching Suggestions on Moon Phases

Since this section mainly talks about the relationship between the sun, the earth, and the moon, therefore, compared with the original textbook, the new textbook Make the moon phase a must-teach content. Regarding the moon phases, there are three key points:

First, explain the causes of the moon phases.

The formation of the moon phases is mainly caused by the changes in the relative positions of the sun, the earth, and the moon. The earth is revolving around the sun, and the moon is revolving around the earth. If the motions of the earth and the moon are considered at the same time, students can easily be confused. In fact, since two points in space determine a straight line, although the earth orbits the sun once, the earth and the sun can always be connected in a straight line. Therefore, we can completely keep the positions of the earth and the sun unchanged and only consider the revolution of the moon.

We can start by considering that the earth, sun, and moon are in a straight line (note that strictly speaking, they are not in a straight line most of the time, otherwise, lunar and solar eclipses will occur every month), the moon The time required to circle the earth once and return to its relative position to continue in a straight line is the time of a synodic month (29.53 days), not the time of a sidereal month (the moon's true revolution period is 27.32 days). An important reason for the change in the shape of the moon phase is that the moon does not emit light and can only reflect sunlight. Half of the moon always shines, and half does not. The angle of the observer is different, and the luminous part has a different shape for the observer.

2. Time to observe different moon phases

For the moon phases at several important positions (new moon, first quarter moon, full moon, lower moon), when should you observe them? ? Regarding this issue, the focus is on grasping the laws of motion of the earth. For a certain moon phase, the moon phase can only be seen from half of the earth. Of course, only half of the Earth can see the sun. During the first new moon, the sun and the moon rise together in the east and set in the west. Every other day, the moon moves 12° eastward relative to the sun. In this way, the moon phase can be seen every day during the entire synodic lunar cycle. The time and the time of sunrise and sunset have changed.

One thing must be emphasized. For observers on the earth, both the sun and the moon rise in the east and set in the west (due to the rotation of the earth). It is not that there is no moon during the day, but because the sunlight is too strong, the moon cannot appear at all. .

3. Regarding the orientation of the moon phases

The textbook mentions that observers observe different moon phases at different times and in different viewing directions. Since the moon and the sun rise and set at the same time during the new moon, as the moon moves eastward, the position where the moon phase appears in the sky gradually moves away from the position where the sun sets. Teachers can use multimedia software when introducing this part of the content. If conditions do not allow, teaching aids (such as globes and three-spheres) should also be used as much as possible.

The relationship between the sun, the moon and the earth

Teaching focus: 1. Know the impact of solar radiation on the earth; 2. Know the impact of solar activity on the earth.

Teaching methods multimedia database

Teaching process

(Introduction to the lesson) The growth of all things depends on the sun. What are the effects of the sun on the earth? (Write on the blackboard) 1 , The impact of solar radiation on the earth

1. The concept of solar radiation

2. The source of solar radiation energy

3. The impact of solar radiation on the earth< /p>

(Multimedia information display, and guide students to read textbook P7 Figure 1.5) Use information, maps and students’ daily life experience to explain in what ways does solar radiation affect the earth?

( Student activities: Read textbook P7 Figure 1. 6) How many parts does the structure of the sun’s external atmosphere consist of?

(Write on the blackboard) 2. The impact of solar activity on the earth

1. The sun’s external atmosphere Structure: from inside to outside, photosphere - chromosphere - corona

(Ask questions, guide students to find information, read textbook P7-8 related images to think and answer) In each layer of the solar atmosphere, What solar activities are there? What are their manifestations? How long is their activity cycle? What impact do these solar activities have on the earth?

　(Blackboard writing) 2. Solar activities and main types

①Solar activity

②Main types

Sunspots - occur in the photosphere, with a cycle of 11 years, a sign of the intensity of solar activity

Flares - occur In the chromosphere, the cycle of 11 years shows the most intense solar activity

3. Impact on the earth: Interference with the ionosphere - interrupting short-wave radio communications; impact on the earth's magnetic field - producing "magnetic storms"; Impact on Earth’s Climate

3. Moon Phases and Their Changes

1. The periodic patterns of moon phase changes

(Guide students to use multimedia databases and teaching materials (Think about and discuss the relevant images in the picture) Why do the moon phases change? How long is the cycle of moon phase changes? Which moon phases should be observed in which directions in the sky at different times? What should the two images of the textbook P9 Figure 1.10 and P10 Figure 1.11 be? How to interpret? What does the change of the moon phase mean to the earth?

(Teacher summary) The change of the moon phase is caused by the movement relationship between the earth, the sun and the moon. When reading the textbook P9 Figure 1.10 It should be noted that the observer is standing in the center of the image, so during first quarter, the moon to the right of the observer is bright, and during waning quarter, the moon to the left of the observer is bright. When reading Figure 1.11 on textbook P10, it should be noted that the observer is located in the northern hemisphere and the moon is in the southern sky. The observation time and orientation: The above figure shows the moon phases and the orientation of the sky at different times when the sun sets. This figure shows the above The moon phase conditions in the second half of the month; the picture below shows the moon phases at different times and the position in the sky when the sun rises. This picture shows the moon phase conditions in the second half of the month.

(Written on the blackboard) 2. The significance of moon phase changes to the earth

Design ideas This section of the teaching material mainly consists of two key points of knowledge, one is solar radiation and its impact on the earth; the other is solar radiation and its impact on the earth; One is the type of solar activity and its impact on Earth. Regarding the impact of solar radiation on the earth, pay attention to students’ actual life. The difficult knowledge is the changes of the moon phases. With the assistance of multimedia means, students' learning process is created and the transition from image thinking to abstract thinking is completed.

Blackboard writing design

Section 2: The relationship between the sun, the moon and the earth

1. The impact of solar radiation on the earth

1. The concept of solar radiation

2. The source of solar radiation energy

3. The impact of solar radiation on the earth

2. The impact of solar activity on the earth

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1. The structure of the sun’s external atmosphere

From the inside to the outside: photosphere – chromosphere – corona

2. Solar activity and its main types< /p>

　①The concept of solar activity

　②Main types

Sunspots - occur in the photosphere, with a cycle of 11 years, a sign of the intensity of solar activity

Flares - occur in the chromosphere, with a period of 11 years, the most intense display of solar activity

3. Impact on the Earth

Interference with the ionosphere - causing radio Interruption of shortwave communications

Impact on the earth’s magnetic field - the generation of “magnetic storms”

Impact on the earth’s climate

3. Moon phases and their changes

1. The cyclical pattern of moon phase changes

2. The significance of moon phase changes to the earth

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