Science teaching plan for the fourth grade of primary school

People's education printing plate fourth grade first volume science teaching plan

I. teaching material analysis

The first volume of the fourth grade of science consists of four units: weather, dissolution, sound and our bodies. Based on the first and second volumes of grade three, this textbook leads students to experience a series of meaningful and valuable scientific inquiry activities, so that they can gain more learning experience, deepen their understanding of science and enhance their scientific inquiry ability.

There are seven topics in each teaching unit of this textbook, which are the contents of learning and also reflect the two-way development and spiral rise of scientific concepts, processes and methods.

Second, the teaching objectives

This semester is a crucial period to cultivate students' scientific literacy. In teaching, we should make the best use of the situation, actively guide students to respect objective facts, pay attention to evidence, boldly question, gradually develop good scientific quality and way of thinking, and truly improve students' quality of life and learning.

1. Ask students to find ways to improve their understanding of the research object.

2. Ask students to improve the accuracy and precision of observation.

3. Students are required not only to collect and understand facts, but also to learn to simply process, sort out, abstract and summarize facts.

Third, the teaching focus:

Attach importance to the design of students' typical scientific inquiry activities, take inquiry as the core, and cultivate primary school students' scientific literacy.

Four, teaching difficulties:

Through hands-on thinking and personal practice, students can form strong scientific inquiry ability on the basis of perception and experience. Especially in the experiment, control variables, collect data, explain the experimental results, learn to establish an explanatory model, and verify your assumptions.

An analysis of verb (verb's abbreviation) students' situation

Through one year's scientific study, students have a certain foundation in scientific study, and their thirst for knowledge and desire to participate in scientific activities are obviously enhanced. Students have mastered a lot of scientific knowledge and methods, like scientific inquiry activities very much, can observe many details in their own way, have strong interest, and have preliminary inquiry ability and practical ability. In addition, in a series of activities such as observation, questioning, hypothesis, prediction, investigation, explanation and communication, the necessity of group cooperation is emphasized, so students' awareness and ability of cooperation are greatly enhanced.

However, due to the limitation of students' age, the depth and accuracy of observation are not enough, and the methods of observation or description will not be put into practice. Most students are not knowledgeable, and the proportion of students who are diligent in thinking is not very large. Other students are often time-consuming and inefficient in their activities, which is particularly prominent.

Sixth, teaching measures.

In teaching, we should make the best use of the situation, actively guide students to respect objective facts, pay attention to evidence, boldly question, gradually develop good scientific quality and way of thinking, and truly improve students' quality of life and learning.

1. Understand students' initial ideas about the scientific problems they have learned, especially some ideas that appear in the process of concept understanding, make correct teaching judgments, avoid confusing objective facts with students' imagination, and even replace facts with imagination, so as to ensure the validity of evidence obtained in observation and experiment.

2. Instruct students to carry out controlled variable experiments repeatedly, so that students can better understand the nature of science, understand the importance of controlled variable experiments, and correctly treat the error problem.

3. Instruct students to take notes in the process of observation and experiment, and prompt students to take notes with words, data, stick figures and charts. In teaching, students should be instructed to objectively record the observed phenomena, and they should be supervised and inspected every week for a long time.

4. Patiently guide students to describe the observed facts and phenomena with accurate and appropriate words.

5. Guide students to sort out and process the observation and experimental results to form a correct explanation.

VII. Teaching timetable

Content of weekly teaching

We care about the weather.

② Weather calendar; Temperature and air temperature

3 wind direction and speed; Measurement of rainfall

④ Cloud observation; Summarize our weather observations.

5 water can dissolve some substances; How does a substance dissolve in water?

6 National Day holiday

7. Dissolution between liquids; Solubility of different substances in water

8 fast and slow dissolution; /kloc-how many grams of salt can be dissolved in 0/00 ml of water?

9. Method for separating salt from water; Motorized

10 Listen to the sound; How is sound produced?

1 1 sound change; Explore the pitch change of ruler

12 sound propagation; How do we hear the sound?

13 Protect our hearing; Motorized

14 body structure; Bones, joints and muscles

What will happen when 15 moves (1); What happens during exercise (2);

16 food travel in the body; Changes of food in oral cavity

17 with human organs; Motorized

18 review

19 exam