I also need the teaching plan of the first volume of the third, fourth and fifth grades of primary school information technology education science press. Do you?

The new education edition, the first volume of the fourth grade of primary school science, is a complete set of teaching plans, with 60 pages.

Catalogue of textbooks for the first volume of the fourth grade

Dissolution/sound/weather/our bodies

dissolve

1, water can dissolve some substances.

2. How does water dissolve matter?

3. Dissolution between liquids

4. Solubility of different substances in water

5. Fast and slow dissolution

6. How much salt can a glass of water dissolve?

7. Method of separating salt from water

Sound, sound.

1, listen to the sound

2. How is the sound generated?

3, the change of sound

4. Explore the pitch change of the ruler.

5. How does sound spread?

6. How do we hear the sound?

7. Protect our hearing

Tianqi

We care about the weather.

2. Weather calendar

3. Temperature and air temperature

4. Wind direction and speed

5. Measurement of rainfall

6. Cloud observation

7. Summarize our weather observation

human body

1, body structure

2, bones, joints and muscles

3. What happens when you jump (1)

4. What happens when you jump (2)

5. The movement of food in the body

6. Changes in oral cavity

7. Take care of our bodies

Lesson 1 Water can dissolve some substances.

Teaching objectives

Scientific concept:

Some substances are easily soluble in water, while others are not.

It is not easy to separate dissolved substances from water by filtration.

Process and method:

Observe and describe the phenomenon that salt, sand and flour are soluble in water but not soluble in water.

Filters can be used to separate mixtures of several solids and water.

Emotions, attitudes and values:

Experience the fun of studying dissolution and insolubility, and stimulate the interest in further exploring dissolution. In observation and comparison activities, we can realize that careful observation will make the description more accurate. In strict accordance with the instructions, the experiment was carried out by using a dissolution device.

The teaching focuses on describing the main characteristics of the dissolution of salt, flour and other substances.

Teaching difficulties Compare the similarities and differences of salt, sand and flour in water.

Teaching preparation

Grouping materials: salt 1, sand 1, flour 1, water beaker 3, chopsticks 1, glass rod 1, sink 1, funnel 1, filter paper 3, iron shelf/. Wash the sand before using it. )

teaching process

1. Salt is dissolved in water.

1. Student observation experiment: Take a spoonful of salt and a spoonful of sand, put them into two glasses filled with water respectively, observe quietly without stirring, and compare the changes of salt and sand in water. Stir again later and observe their changes.

2. Students report observation phenomenon: What is the change of salt in water? Is sand in the water? Pay attention to correct the students' report: salt is soluble in water, but sand is not soluble in water.

3. Organize discussion: What phenomena enable us to judge that "salt is soluble in water"? What phenomena can make us judge that "sand is not easily soluble in water"? Write down the fact that salt dissolves and sand does not dissolve easily on the blackboard. )

2. Is the flour dissolved in the water?

1. Teacher explained that salt is easily soluble in water, and the formed solution can be called salt solution; Sand is not easily soluble in water, so we call it a mixture of sand and water. How about flour and water?

2. Student experiment: Take a spoonful of flour, put it in a glass filled with water, observe it quietly for a while, and then gently stir it with chopsticks for a while to observe the changes of flour in water.

3. Organization report: Is flour soluble in water? If we leave it for a while, what else can we observe?

4. Teacher's Guide Description: What is the state of flour and water?

5. Discussion: What are the similarities and differences between flour, sand and salt in water? Has the flour dissolved in the water?

6. Teacher's guidance: For further observation, filtering method can be adopted. Demonstrate the standard operation of origami and filtration experiments. Be careful not to spill liquid on the filter paper. The liquid level poured into the funnel should be slightly lower than the upper edge of the filter paper.

7. Student experiment: filter the salt solution and the mixture of sand and water, the mixture of flour and water, observe the filter paper and report the observation results.

8. Exchange the experimental results, sort out the new understanding of dissolution and record it in a scientific notebook. Remind students that dissolution is neither melting nor melting. )

Blackboard design:

Postscript of teaching:

Lesson 2 How does water dissolve matter?

Teaching objectives

Scientific concept:

Dissolution means that substances are uniformly and stably dispersed in water and cannot be separated by filtration or precipitation.

Process and method:

Observe and describe the dissolution process of potassium permanganate in water and imagine the dissolution process of salt.

Emotions, attitudes and values:

Recognize the importance of careful observation in the experiment.

The teaching focuses on describing the main characteristics of the dissolution of salt, flour and other substances.

Teaching difficulties Compare the similarities and differences of salt, sand and flour in water.

Teaching preparation

Materials: 4 water beakers, chopsticks 1, potassium permanganate 1, small medicine spoon, salt 1, sand 1, flour 1.

teaching process

First, observe the dissolution of potassium permanganate.

1. Guide imagination: the dissolution process of salt in water.

2. Teacher's explanation: In order to clearly observe the dissolution process, we used a colored substance to do the dissolution experiment. The teacher showed me potassium permanganate. The teacher should take and put the demonstration in a standardized way. This is the first time for students to come into contact with chemicals. )

3. Guided observation description: What kind of substance is potassium permanganate?

4. Student experiment: In a beaker filled with water, gently put a few small particles of potassium permanganate, first observe the dispersion phenomenon of potassium permanganate in water, then gently stir the water with chopsticks, and continue to observe the changes of water and potassium permanganate. Pay attention to the students' descriptions of the observed details.

6. Student report: What changes have taken place before and after potassium permanganate entered the water? Is it soluble in water? What is the difference between it and the dissolution of salt in water?

Second, the dissolution of different substances in water.

1. Observation and recording experiment: further observe the dissolution of salt, sand, flour and potassium permanganate in water and compare their similarities and differences. (The observation results can be directly recorded in the table in the book. )

Into particle size

Distribution in water

Whether it precipitates or not

Can it be filtered and separated?

Is it dissolved or not?

2. Group communication: modify descriptions and records.

3. Classroom discussion and communication: Can we observe and distinguish whether substances are soluble in water? How do we observe and distinguish?

4. Organize records: Students' understanding of dissolution characteristics is recorded in a scientific notebook.

Blackboard design:

Postscript of teaching:

Lesson 3 Dissolution between liquids

Teaching objectives

Scientific concept: the initial perception and understanding that dissolution can occur between substances in various States (liquid and solid, liquid and liquid, liquid and gas);

Process and method: The dissolution phenomena between various substances can be further observed through experiments, and some common dissolution phenomena can be distinguished according to the main characteristics of dissolution.

Emotion, attitude and values: in observation and communication, we will compare the new "dissolution" phenomenon with the known one, and in this process, we will have the desire to explore more dissolution phenomena.

The focus of teaching is to distinguish other soluble and insoluble phenomena according to the main characteristics of dissolution.

Teaching Difficulties in Observing and Sensing Dissolved Gases in Water

Teaching preparation

Group observation experiment: non-aqueous liquids such as glass, dropper, alcohol and edible oil; Sprite (soda), syringe, test tube, test tube clamp, alcohol lamp, matches, etc.

teaching process

1, Introduction

The teacher prepared a glass of water and a bag of coffee. Students observe the phenomenon of coffee mixed in water.

What happened to the coffee in the water? What phenomenon did you observe when coffee dissolved in water conservancy?

We already know that solid substances such as salt, sugar, soap and coffee can be dissolved in water. So are other liquids and gases soluble in water?

2. Observe the dissolution and insolubility between liquids.

Drop a few drops of alcohol in water to see if alcohol is soluble in water.

Drop a few drops of water in alcohol to see if water is soluble in alcohol.

Drop a few drops of cooking oil in water to see if the oil is soluble in water.

Drop a few drops of water into the cooking oil to see if the water dissolves in the oil.

Q: Is alcohol and water miscible? Is cooking oil miscible with water?

Use the same method to observe the dissolution phenomenon between more liquids.

Q: Which liquids are miscible and which are insoluble?

3. Observe the gas dissolved in the liquid.

(1) Observe the carbon dioxide dissolved in Sprite (soda)

Open the bottle cap of Sprite (soda water) and observe the bubbles escaping from the liquid. This is the gas dissolved in the beverage.

Suck out one third of the liquid with a syringe, then seal the nozzle with a rubber cap, and then slowly pull out (push in) the piston of the syringe to observe the changes of gas and liquid in the syringe.

How to explain the change of gas and liquid in syringe?

(2) Observe the air dissolved in water

Is there air in this glass of water? what do you think? (Refinement of life experience)

Add 1/3 water to the test tube and heat it slightly on the alcohol lamp. Observe whether there are small bubbles on the test tube wall.

How to explain this phenomenon?

4. After class, continue to observe what other objects can be dissolved in each other.

Postscript of teaching:

Lesson 4 Solubility of Different Substances in Water

Teaching objectives

Scientific concept: Different substances have different solubility in water. Some gases are also soluble in water.

Process and Methods: The solubility of salt and baking soda in water was studied. The experiment of gas dissolving in water was carried out.

Emotion, attitude and values: realize the importance of careful observation and comparison in dissolution experiments. Recognize the universality and importance of dissolution in life.

The focus of teaching is to understand that different substances have different solubility in water.

The difficulty in teaching is to study the dissolution of gas in water.

Teaching preparation

Grouping experiment: beaker 2 with 30ml water, chopsticks 1, spoon 2, salt 20g, soda 20g, soda 1, bottle opener 1, syringe 1.

teaching process

Firstly, the solubility of salt and baking soda in water was studied.

1. Student observation: Open the paper bag on the desk and tell me what's inside.

2. Teacher's question: Put 20 grams of salt and 20 grams of baking soda into the same amount of water for dissolution experiment. Guess who is more soluble in water, salt and baking soda?

3. Guided experiment design: How to conduct this comparative experiment is fair?

4. Organize students' experiments: remind students to make experimental records.

5. Reporting and communication:

2. Observe the solubility of gas in water.

1. The teacher took out a bottle of soda, shook it and asked the students to observe the bubbles in the liquid.

2. The teacher explained that the bubbles that escape from the liquid when we shake the bottle are the dissolved gases in the drink. Do you know what gas this is?

3. Student experiment: Observe the carbon dioxide dissolved in soda.

4. Introduce the operation steps: suck out one third of the liquid with a syringe, then seal the nozzle with a rubber cap, and then slowly pull out (push in) the piston of the syringe to observe the changes of gas and liquid in the syringe.

5. Question: How to explain the change of gas and liquid in the syringe?

6. Organize the understanding of this lesson and record it in the science notebook. (Please refer to P 10)

Extension: How to observe the air dissolved in water?

Blackboard design:

Postscript of teaching:

Fifth, fast and slow dissolution.

Teaching objectives

Scientific concept:

The speed of soluble solids in water is related to the size of particles (that is, the size of surface area), the temperature of water and whether the mixed solution is stirred.

Process and method:

Guide students to experience the scientific inquiry process of "question-hypothesis-verification-confirmation" and the process of controlling a single variable to carry out comparative experiments.

Emotions, attitudes and values:

I am willing to apply the scientific method of comparative experiment to solve similar scientific problems and cultivate the consciousness of fair experiment. Experience the fun of studying the factors that affect the dissolution rate.

Research on the experiment of sugar cube dissolution, the key point of teaching

Teaching difficulty: control all the same conditions in the process of comparing experiments.

Teaching preparation group experiment: chopsticks 1, glass 2, hot water and cold water, candy 3, salt 1, spoon 1, sink 1.

teaching process

First, which dissolves quickly.

Review: What are the characteristics of an object after it is dissolved in water?

2. Question: Take two equal amounts of salt, each about 10g, and put it into the same amount of water (25ml) at the same time to observe and compare which cup of salt dissolves faster.

3. Students observe the experiment. (teacher-guided comparison method)

4. Organize observation information and exchange ideas.

5. Put forward a new condition: Does temperature affect dissolution? (About 60 degrees Celsius, emphasizing safety. )

6. Students observe the experiment. (Teachers further guide the experimental operation)

7. Organize observation information for communication.

Second, accelerate the research on the dissolution of sugar cubes.

1. Show sugar cubes: What are the factors that affect the dissolution rate of sugar cubes in water?

2. Students guess to form a hypothesis: soap can be dissolved quickly by stirring; Hot water dissolves soap more easily than cold water; Cutting soap into small pieces is easier to dissolve; Add more water to make the soap dissolve quickly.

3. Formulate the experimental design. Design experiments in groups, and record the design scheme in the form of charts or words. )

(1) Group discussion: How to verify your hypothesis with experiments (each group designs one or two experiments to confirm their guesses).

(2) Complement and improve the communication report of each group's experimental design. The same conditions and different conditions written by the teacher on the blackboard. (Focus on the control of variables in comparative experiments. )

(3) Ask one group to demonstrate one of the comparative experiments, and the rest of the students observe and comment to ensure that each group can operate correctly.

4. Students experiment in groups, report the experimental results, respond to the assumptions and summarize the evaluation. (Pay attention to guide students to reflect on the shortcomings in the experimental process)