Teaching plans for inventions of large-scale science and natural science

As a dedicated educator, you often need to prepare lessons, which can effectively improve your teaching ability. How to write the lesson plan? The following is the teaching plan of "The Invention of Science and Nature" that I collected and sorted out. Welcome everyone to learn from it, I hope it will help you.

The Invention of Science and Nature Teaching Plan for Large Classes 1 [Brief Introduction to Textbook]

In this activity, I will position natural language in the field of science. Nature is colorful and changeable. It has many languages, such as flowers, trees and other figurative things that children are familiar with, but the temperature change is something that children can feel every day, but it is easy to be ignored. It is more difficult for them to talk about the temperature difference in different places at the same time. This activity is to select this element and let children know about tropical, temperate and cold zones by exploring the temperature difference in different places at the same time. Tropical zone, temperate zone and frigid zone are unfamiliar terms for children. In order to facilitate children's understanding, children should first use pictures to intuitively understand the differences in people's clothes in different places and infer the differences in temperature. It is easy for children to understand that the sun brings warmth to people, so through further conversation, it is concluded that the temperature near the sun is high, so it is called tropical; Away from the sun, the temperature is low, so it is called cold area; Not far from the sun, the temperature is moderate, so it is called temperate zone. How can we know which place is close to the sun and which place is far from it? This design in the lesson plan gives children a space to think and let them explore ways to judge the distance between different places and the sun. Finally, through the guidance of the teacher, it is concluded that the method of straight line connection is adopted, and the distance between these places and the sun is compared, and it is intuitively observed that people in nearby places wear less clothes and are tropical; Far away, people wear more clothes, which is a cold area; People not far away are moderately dressed and temperate.

[Target Default]

1. cognitive goal: know that the temperature is different in different places at the same time, and get a preliminary understanding of tropical, temperate and frigid zones.

2. Ability goal: You can compare the linear distance of two things by connecting lines.

3. Emotional goal: experience the happiness brought by exploration activities.

4. Willing to try boldly and share experiences with peers.

5. Cultivate hands-on observation and operation ability, and master simple experimental recording methods.

[Key Points and Difficulties]

Key points: know that the temperature difference in different places is related to the distance from the sun, and get a preliminary understanding of tropical, temperate and cold zones.

Difficulty: You can compare the distance between the two places by connecting lines.

[Design concept]

In the infiltration field of the big class, there is a language activity called "How big is our motherland", in which there is a children's poem about people's different life scenes at the same time because of the temperature difference in different places. Based on this inspiration, I think why not expand this topic and study the geographical phenomena of tropical, temperate and cold zones formed by temperature difference. The children in the big class have seen people in tropical Africa and the cold regions of the Arctic more or less on TV, but they haven't got a concept of temperature zones yet, so I decided to start with pictures of people in these regions and let them gradually get familiar with these three temperature zones. When discussing the temperature zones, the relationship between them and the sun will inevitably be drawn, which involves the scientific field. In the activity, let children give full play to their imagination, think about the relationship between temperature and the distance from the sun, and verify it by themselves. Children in large classes have certain hands-on ability, so the difficulty of this activity lies in that it conforms to children's ability to compare the distance between two places by connecting lines.

[Design concept]

The technical term warm zone is only taught in geography class. How can children understand this technical term? This is a question that I have been thinking about when designing this activity. The biggest difference between tropical zone, temperate zone and cold zone is temperature, so I can quickly find the breakthrough point through the number of people's clothes in these three places, and let the children observe the number of people's clothes by themselves with pictures to get the temperature difference in these places: some are hot, some are warm and some are cold. Then the relationship between these places and the sun is deduced from the different temperatures, so that children can explore how the temperature is close to the sun and how the temperature is far away from the sun. Finally, the distance between these places and the sun can be judged by hands-on operation, and then the temperature difference can be obtained, and then the three nouns of tropical zone, temperate zone and frigid zone can be obtained. The whole activity from easy to difficult, step by step, in line with children's interests and abilities, suitable for children to explore.

[Teaching process]

(1) Introduce a dialogue to understand the current season.

Teacher: What season is it now? What is the temperature like in spring? (Guide children to say words such as lukewarm and warm. I have three pictures here. Look carefully at which one is this season?

The teacher provides three pictures, in which people are wearing skirts, small coats and cotton-padded jackets for children to choose from. (2) Explore the causes of temperature differences in different places at the same time.

1. The teacher shows the picture, which leads to the present situation of temperature difference in different places at this time.

The teacher showed two more pictures: the pictures of Arctic people and the pictures of tropical Africans.

Teacher: Look at these two pictures carefully. What do you think of the temperature there? Guess what season they are in now?

2. Discuss the reasons for the temperature difference among the three places.

Teacher: Actually, these two places are both spring like us, so why is this place so hot, this place so cold, and we are warmer? The teacher put these three pictures on the blackboard while talking. Children are free to express their views.

(3) Boldly guess the positions of the three pictures on the map through operation.

1. The teacher showed the plan of the earth marked with three houses.

Teacher: The people in these three pictures live in three places on the map. Guess where they live? Please take them home.

2. Children's grouping operation and teachers' itinerant guidance.

(The operation materials have been plastic-sealed, and the back of each picture is pasted with double-sided tape for easy pasting. ) 3. Show the children the operation results and let them state the reasons.

4. The teacher demonstrates the correct operation and lets the children adjust the operation by themselves.

(4) At the same time, explore the causes of temperature differences in different places.

1. Dialogue leads to the relationship between temperature and the distance from the sun Teacher: What keeps our earth warm? The teacher showed a picture of the sun.

Teacher: Oh, so solar energy keeps us warm. What if you want to get warm? What if you want to be cold? Guide children to say that it is hot when they are near the sun and cold when they are far away from the sun. Explore the operation method.

[Teaching reflection]

The Language of Nature is a popular science children's poem with beautiful words and lively language. Starting with some of the most common natural phenomena, it shows us the mystery of natural language. Poetry is simple and elegant. According to the characteristics of teaching materials and the learning situation of students in two classes, I have set two teaching objectives: 1. Read aloud with emotion, understand the content of poetry, let students experience the magic of natural language and stimulate their interest in exploring nature. 2, reading and writing, copying texts, copying poems.

There are two main ideas in teaching:

1, implement reading training, give students enough reading time, understand the content of the text, feel the language during reading, and appreciate the wonderful nature language.

2. Pay attention to guide students to discover the characteristics and forms of poetry writing in reading, guide students to imitate writing, give students a platform for writing and expand their thinking.

Large class natural science and natural science invention teaching plan 2 activity goal

1. Inspire children to find out the * * * characteristics of two objects through comparative observation, and gain relevant experience of bionic phenomenon in real life.

2. Stimulate children's creative desire and arouse children's attention to the surrounding things.

Activities to be prepared

1, a small saw.

2. Match 8 pictures: birds and planes; Ducks, boats; Fish, submarine; Bat, radar.

3. A courseware.

Activity process

First, use pictures to arouse children's interest, lead to the theme, and guide children to understand the story of Lu Ban's seesaw.

1, show the saw.

Question: Have you seen this tool? What's its name? What's the use?

2. Teacher: "Do you know who first invented this saw?

It was invented by Lu Ban, a famous architect in ancient China.

3. The teacher told the story of "Luban made a saw" vividly.

(1) How did Luban come up with the idea of making a saw like this?

(2) How did people cut down trees before there were saws? What's the difference with a saw?

Second, guide children to find out the similarities and differences between the two objects through comparative observation, and gain preliminary experience about bionic phenomena.

Teacher: Lu Ban was inspired by thatch and invented a saw sharper than thatch. In fact, the planes, boats, submarines and radars we see today are also inspired by some animals or plants in nature.

1, show matching pictures, guide children to compare and observe, find out the same characteristics of two objects, and match them with connecting lines.

Teacher: Look, the teacher has prepared operation cards for each group of children. Please discuss with each other.

These things are invented according to the things beside them, and then recorded by connecting them, do you understand?

2. Discuss the surgical results.

(1) Teacher: Have you finished it all? What inventions have you contacted for birds? Why?

Summary: According to the characteristics that birds can fly, people made winged planes. What can we do when we get on the plane?

(2) What animal is this? What skills do you have? What will people invent? Why?

Teacher's summary: According to the characteristics of ducks swimming on water, people invented the water vehicle-boat.

(3) Teacher: What skills do bats have? So what did people invent?

Summary: Bat's eyesight is poor, but its body will emit a strange ultrasonic wave, which will reflect back quickly when it meets the obstacle in front. When bats hear the reflected echo, they can determine the position and size of obstacles and carry out effective avoidance and pursuit. Scientists invented radar based on this ultrasonic wave. The function of radar is the same as that of eyes. It can detect distant targets at night or during the day. Now our meteorological center has installed radar, which can predict the weather tomorrow, the day after tomorrow or even the day after tomorrow. Very convenient.

(4) What is this? What's the use of submarines? According to what kind of small animal was it invented? Why?

Summary: people invented submarines according to the diving technology of small fish.

The teacher concluded: things in nature are really wonderful. Birds can fly, ducks can swim, bats can use ultrasonic waves, and fish can live freely in the water. People imitate their characteristics and make planes, ships, radars and submarines that are very useful to us. Children, are you all connected?

Third, through the question-and-answer game, stimulate children's creative desire and arouse children's interest in the surrounding things.

Next, the teacher will play a game with the children. The name is "guess".

Look at the picture and guess which animal inspired its invention. Are you ready?

Teacher: What's this? What can fishing nets be used for? How did scientists invent it? Spider web

Teacher: What's this? Mother and child raincoat (kangaroo)

Teacher: What kind of animal is this? What will people invent when they see little frogs? (flippers) How is the diver swimming with flippers on?

Teacher: What's this? Camouflage What's the use of wearing camouflage clothes? According to what was it invented? (animal protective color).

Teacher: What's this? Electronic nose. What's the use? (hound)

Teacher's summary:

Scientists are very clever. They have invented many interesting things. Do you want to be Little Inventors? That's good!

Please observe the things around you, think about what is special about them, and what useful things can be invented by imitating this feature. If you have any good ideas, come and tell the teacher, will you?

Ps: Lu Ban made a saw.

In ancient times, there was a wise man named Lu Ban. You can not only build houses, bridges and tools.

Once, Luban wanted to build a big palace. He and his disciples went to Nanshan to chop wood with axes. Cutting down trees with an axe is tiring and slow. After cutting for more than ten days, the wood is still far from enough, and Lu Ban is very anxious.

On this day, Luban went to a steep mountain to look for wood. He was walking hard, and his fingers were scratched by thatch, and he was bleeding profusely. Lu Ban thought: Why is Xiao Maocao so powerful? He forgot the pain and focused on the thatched roof. He found that the edge of the thatch had dense and sharp teeth. He scratched the back of his hand with tiny teeth, and sure enough, it was another cut. This made Lu Ban jump for joy. He thought, if you drill fine teeth on an iron bar, can you stop sawing trees? He immediately went to the blacksmith for help, punched a lot of iron bars with fine teeth, made saws, and sawed trees with these saws, which was really fast and labor-saving. Soon, the wood is ready.

Large-scale scientific and natural science invention teaching plan 3 activity objectives:

1. Understand the wintering methods of several familiar small animals.

2. Caring for small animals and sprouting beautiful feelings of caring for small animals.

3. Cultivate children's hands-on operation ability through practical operation.

4. Experience the happiness of success and the happiness of helping others in activities.

Activity preparation:

1. Parents help to collect knowledge about the winter lifestyle of animals.

2. "Animals in the Sky" courseware.

3. Each person has an animal picture.

Activity flow:

1. Children introduce the wintering mode of small animals to their peers according to their own experiences.

In the form of free conversation, children can use the collected pictures, books, CDs and other materials to show to everyone, and try to let them talk during the activity.

2. Enjoy the story and understand the content.

(1) Children watch the courseware and listen to the teacher's story about how animals spend the winter.

(2) After listening to the story, please tell the children how several small animals in the story spend the winter.

Question: How do frogs spend the winter? Who else uses this hibernation method for winter? How do swallows spend the winter? Where is the rabbit? What about pine trees? Where's mantis? What about mosquitoes and flies? What other small animals spend the winter like them?

3. Help the courseware deepen the wintering mode of various animals and germinate the beautiful feelings of caring for animals.

Hibernation: snakes, frogs, turtles, etc.

Migration place: geese, swallows, etc.

Thicken your fur or feathers: rabbits, deer, foxes, sparrows, crows, etc.

Store food: squirrels, bees, ants, etc

Winter eggs: mantis, locust, etc.

Hide in a safe place for the winter: mosquitoes, flies, etc.

4. Choose your favorite pictures of small animals in pairs and tell each other how the animals in the pictures spend the winter.

The children chose "the best way for animals to spend the winter".

The laziest way to spend winter-hibernation

The bravest way to spend the winter-migration

The smartest way to spend the winter-thickening fur

The most industrious way to spend the winter-storing food

The most intimate way to spend the winter-let the eggs spend the winter

The most beaten way to spend the winter-hiding in a safe and warm place.

Activity expansion:

Expand children's knowledge through videos and teachers' stories, such as "seals make holes in the ice, snakes freeze into popsicles, and rabbits bump into their stomachs".

Teaching reflection:

After the whole activity, I still feel that there are still many shortcomings. The introduction of the four great inventions is not prominent enough. For example, papermaking and printing, which are closely related to children's lives, should be introduced in detail, while compasses and gunpowder, which are far away from children's lives, should be briefly introduced. In the preparation of teaching AIDS, in addition to using pictures for teaching, it is best to present the collected materials in kind so that children can observe and feel from all angles.