Seek the first lesson plan of science in the sixth grade of primary school (make a detailed case! ) including teaching objectives, difficulties, teaching process and reflection.

Science teaching design of the first volume of the sixth grade of elephant edition primary school

Unit 1 Science in the corner of plants

Scientific problems in the corner of plants

Teaching objectives:

1, can make bold guesses about the causes, conditions, processes and results of phenomena, and improve their guesses with the help of data.

2. I will choose scientific questions from many questions, and I can enrich my guess by consulting the materials.

3. Willing to accept other people's opinions and learn to learn with the help of other people's research results.

Teaching focus:

1, with the help of other people's information to enrich their guesses, but not superstitious about authority.

2. Choose scientific questions through various methods.

Teaching difficulty: choosing scientific questions.

Teaching aid preparation: several pots of oblique flowers and plants, information cards, pictures, books on plants and material books.

Teaching time: one class hour.

Teaching process:

I. Observing and asking questions

Put a pot of impatiens on each group of tables, facing south obliquely.

Teacher: I don't know when impatiens on the windowsill quietly poked its head out of the window. They leaned down as if they were attracted by some force outside the window. The marked place faces south. Can you find the answer?

Students think, and a few students can answer.

Teacher: Have you ever encountered a similar phenomenon in your life? For example, which tree is on the roadside, bonsai, sunflower (teacher shows photos). What are our understanding and doubts about these phenomena? Please communicate with your classmates.

Second, conjecture and hypothesis.

Teacher: Who has such great charm that flowers and plants fall for it? Ask the students to guess the reasons, conditions and process of this phenomenon.

Students communicate after discussion. The teacher recorded the students' guess.

Teacher: In order to find the real answer, it is necessary for us to use other people's research results to help us make a more comprehensive guess. For example, scientists' research, scholars' reports and information in books.

Third, analysis and summary.

Teacher: So many conjectures, what is the real answer? We can analyze all kinds of conjectures made by everyone through various methods, and eliminate the conjectures that are obviously not in line with reality in time to ensure that we can study more valuable hypotheses. The problem thus obtained is more likely to be a scientific problem. (The blackboard says "Scientific Problems in the Corner of Plants")

Teacher: Which hypothesis is the least likely to hold water? Tell me why.

Please tell me the method and result of judgment.

For example, "it can't be that the wind is crooked. Because there is no strong wind these days; In addition, the window is still closed at night and there is no north wind blowing. " We can check the weather forecast through the newspaper and observe it on the spot.

Record the last scientific problem left by the students.

Teacher: We can't explore all the conjectures, because time, ability and conditions are limited. What do we do? We often use other people's research results to help us make a more comprehensive guess. At the same time, we should choose these conjectures. We can choose possible hypotheses through observation, interview and analysis, and then make further exploration after selecting scientific questions.

Four. Planning and organization

Teacher: Experiment is one of the effective methods to verify the conjecture. How can we carry out the experiment? Please discuss the experimental thinking of your selected problem.

Students discuss and teachers patrol.

Communication. The emphasis is on the adjustment and affirmation of ideas and the preparation of materials.

Teacher: According to the students' experimental ideas, we can prepare our experimental materials after this class. Prepare for the next experiment.

Explore in the experiment

Teaching objectives:

1, through the process of designing experiments, doing experiments, collecting experimental phenomena, analyzing experimental phenomena, drawing conclusions and sharing experimental conclusions with students, we can understand the phototropism of plants and the hydrotropism of plant roots.

2. During the experiment, we can work with this group of students to complete the experimental scheme.

3. Be able to cooperate with group students, adhere to experimental observation and make records.

4. Be able to analyze the phenomena observed in the experiment and draw scientific conclusions.

During the experiment, you can observe carefully, think positively and generate new problems.

6. Experience the fun of scientific inquiry.

Teaching preparation:

1, students prepare: one person prepares a dwarf plant.

2. Team preparation: exploration record book; 4 sheets of label paper; Four cartons; A kettle;

Teaching time: two class hours

Teaching process:

first kind

First, introduce learning.

1, Dialogue: Why do the plants in the corner of plants have these changes?

Teaching instructions: through dialogue, arouse students' memory of the problems caused by the changes of plants and horny plants, and put forward research questions.

Students can make their own guesses according to the questions raised in the last class: it is related to the direction of sunlight; It is related to watering only one side of the flowerpot for a long time; It is related to the uneven distribution of fertilizers in the soil. Some of the students' guesses have some basis, while others are groundless. If there are unreasonable guesses, teachers should guide students to think and discriminate, and eliminate unreasonable guesses.

2. Q: How can we verify our conjecture?

Guidance: Students can put forward "doing experiments" according to their previous experience in scientific inquiry. Guess can only be verified by experiments. This section aims to further strengthen students' awareness of verification.

Second, design experiments.

1, Dialogue: Experiment is one of the effective methods to verify the conjecture. What is our group's guess? How to design an experiment to verify our conjecture?

Teaching instructions: There may be different opinions in the group, so the teacher should suggest that the group study a problem relatively intensively.

2. Group discussion: What is the problem to be studied by each group? How are you going to study it? What factors are involved in the experiment? What are the variables you control? How to control variables? Please discuss and make an experimental plan in each group.

Teaching instructions: The experimental scheme should be worked out by students' groups. I believe that students can design a comparative experiment after three years of scientific inquiry experience.

3. Exchange experiment scheme: What problem is your group studying? How are you going to do the experiment to verify your guess? Which team will report to you?

Teaching instructions: A group's experimental scheme can reflect the level of designing the whole class's experimental scheme. In the process of classroom communication, teachers and students will find some problems in experimental design, so as to guide students to design comparative experiments.

4. Analysis of the whole class: Is their scheme design reasonable? Any good suggestions?

Teaching guidance: In the process of students' group communication, teachers should find out the problems in the experimental design in time with keen eyes and guide students to improve the scheme.

5. Improve the experimental scheme: Please improve your experimental scheme!

Teaching instruction: After analyzing the samples, students will reflect on their own experimental scheme, and then improve their experimental scheme in the group.

Third, assemble the experimental materials.

1. Prepare experimental materials: What is the problem we are studying? What experimental materials do we need?

Teaching instructions: Before preparing the experimental materials, students should prepare the materials needed for the experiment according to the experimental scheme.

2. Assemble experimental materials in groups. Please assemble the experimental materials according to the experimental scheme.

Teaching instructions: In this process, students will find that some experimental materials may not be written into the experimental scheme, or some materials are redundant, and the experimental scheme may be revised.

3. Group division of labor: how to operate? How to observe and record?

Teaching instructions: once assembled, the students in the group should have a division of labor: recorder, operator and observer ... A reasonable division of labor within the group will play a very good role in ensuring the orderly conduct of the experiment. Teachers should encourage students to stick to experimental observation.

4. Reflection and evaluation: What have you gained in the assembly experiment? Is there a problem? What do you think of the students in this group?

Note: After the experimental device is completed, it is necessary to reflect on the process of assembly experiment. Because in this process, it is a process of constantly modifying the experimental scheme, and it is also a process of gaining positive experience through experience. It will be a profound inquiry experience to evaluate the enthusiasm of group students and class students and reflect on their experiences.

Second lesson

I. Reporting and communication

Question: After a period of experiment and observation, what did our group find?

Teaching instructions: Students get first-hand information in the process of experiment and observation. This is helpful for students to understand the results of other group experiments, and it is also the need for teachers and students to analyze and summarize the experimental phenomena. Teachers should guide students to report and communicate with photometric group and hydrotropism experimental group respectively.

Second, inductive analysis.

1. Discussion: Are there any similarities in the experiments of each group?

Teaching guidance: guide students to analyze experimental phenomena and find * * * problems in group experiments. Thus, the relationship between the control variables and the experimental results is further discovered.

2. Thinking: What do these experimental results show?

Teaching guidance: guide students to think about the relationship between experimental phenomena and variables and draw experimental conclusions. Rizhao control group can draw the conclusion that plants grow to places with light, which is confirmed in scientific experiments; The conclusion of the water control group is that the direction of plant growth has nothing to do with the direction of watering, which is falsified by scientific experiments.

3. Question: What other problems did we find in the experiment?

Teaching instructions: Finding and solving new problems in experiments is a common experience of scientists, and it should also be a process of primary school students' scientific inquiry experiments. The cultivation of problem consciousness is to encourage students to constantly produce new problems in the process of scientific inquiry.

4. Summary: In the experiment, we found that plants are constantly inclined to the place with light during the growth process. Scientists have also discovered this secret through research, which is the so-called phototropism of plants; The direction of plant growth has nothing to do with the direction of watering.

Third, extend and expand.

Problem: The direction of plant growth has nothing to do with the direction of watering. Is there a relationship between the direction of plant root growth and the direction of watering? How did you know?

Explanation: The end of a study means the beginning of a new study. This link guides students to think about new problems, which is intended to lay the foundation for new research.

This research is still going on.

Teaching objectives:

1. Let students realize that science can continue and progress in the process of constantly discovering new problems.

2. Let students experience the process from finding problems to solving them again.

Teaching emphasis: new problems are still being discovered and research is still going on. This lesson will mainly guide students to study the hydrotropism of plant roots.

Teaching preparation: rapeseed, four opaque cartons, scissors, adhesive tape and flowerpot.

Teaching time: 2 hours.

first kind

1. Introduction: When studying why plants grow crooked, we have made new and unexpected discoveries. What problems have you found?

The student said.

Second, cooperation and exploration.

1, reflection and doubt

Students exchange their own problems, and teachers guide them to choose. ("Why do the roots of plants tilt to the side with water?" "Do plants absorb water through their roots?" If students can ask more valuable questions suitable for their own study, teachers should also encourage and guide them.

2. Guess the reason and design the experiment.

The teacher instructed the students to complete the following two experiments.

Experiment 1: "Experiment of studying water absorption by roots" aims to explore and prove that plants absorb water through roots. See the textbook for specific methods. In the experiment, you can also add 1-2 drops of red ink to the water in the bottle, which will be helpful for observation.

The second experiment, "Exploring the growth of roots in water", is to observe the growth direction of roots after germination of seeds such as soybeans or rice, so as to show that roots have the property of growing in water.

Third, analysis and summary.

This link is mainly to guide students to analyze the observed experimental results and draw conclusions.

The "knowledge link" in this paper is a supplement and summary of the students' inquiry learning knowledge in this unit, which can guide students to read in teaching.

Second lesson

First, import

Through the previous study, we know that plants have many characteristics, which is of great help to our better planting and management of plants.

Second, expression and communication.

1. Teachers guide students to exchange their achievements in an appropriate form and apply them to practice.

2. Write a proposal for managing the Plant Corner and communicate.

Third, review and reflection.

1, the teacher instructs the students to review the content of this unit and clarify the context of the textbook.

Try to write down the places that this "trip" passed.

3. Teachers and students exchange views.

Fourth, expand

1. Students read "Science Buffet" to learn more about the living habits of plants.

Unit 2 Make life full of sunshine

Let life be full of sunshine

Teaching objectives:

1, knowing that a big activity (event) must be planned and organized as a whole first.

2. Be able to analyze and discuss other people's experiences.

3. Cultivate students' serious scientific attitude.

Teaching emphasis: to cultivate students' overall awareness of activities.

Teaching difficulty: to cultivate students' overall conceptual awareness of activities.

Teaching preparation: the laboratory designs darkroom effect and downloads some scene pictures from distance education resources.

Teaching hours: one class hour.

Teaching process:

First, create a scenario import:

In class, open the door of the laboratory (not big) and let the students enter the "dark room".

Teacher: How did the students feel when they walked into the room? Tell me about it.

At this time, students' feelings will have two aspects, one is cool and comfortable, and the most is darkness, fear and inconvenience. Encourage students to evaluate things from different aspects and decide that we should make this place light up today.

Second, review and reflection.

Teacher: Have we ever had similar experiences in life? Where else in life is there a problem of insufficient lighting? Teacher-student communication.

Three. Planning and organization

Teacher: If you are the person in charge of the underground parking lot and you are the person in charge of that street, what will you do when you find that there is insufficient lighting here?

Most students can think of installing all kinds of lights, which is both energy-saving and beautiful. (Because such scenes are common in TV and life. ) I didn't go to the field to collect the awareness of the plan.

Teacher: How can such a big project be carried out hastily by one person or several people after consultation? Think about how beautiful our "Zhengdong New District" is, how beautiful our "Water Cube" and "Bird's Nest" are, as well as the opening ceremony of the Olympic Games, the slogan of the Olympic Games, the dancing word "Beijing" and the name of the panda ... How did everyone do these activities so well?

Students discuss, but don't realize that this activity can also be "tendered".

Teacher: People don't make an immediate decision on an important matter as soon as they clap their heads. Many times through bidding, invitation, competition, demonstration meeting, etc. , widely collect methods and suggestions, and select the best design scheme before implementation. We can also hold an "Invitational Tournament for Daylighting Design Scheme" to invite all our students to participate in the design, and choose the best scheme from them for each group to design.

Teacher: Just like our bathroom and kitchen, when we can achieve our goal through transformation, we will not tear down the house and rebuild it. Just like the villages in the city around us, when we can't meet the requirements of a modern metropolis, we will design a new plan and rebuild it. Our design scheme can be divided into "improved scheme" and "ideal scheme" accordingly.

Show 15 page of "lighting scheme design invitational tournament" picture, pay attention to the requirements.

Teacher: Where is the design for insufficient lighting? How to participate in this invitational tournament? Discuss in groups and make feasible research plans.

Discuss in groups and write a plan. (At this time, students may not have reached the level of "field investigation, finding problems-collecting data, making plans-experimental verification plans, and explaining solutions with models"). Teachers patrol and listen and give necessary guidance.

Teacher: We can refer to the Wonderful Group Research Plan on page 16, compare our own plans, and revise and improve our overall research plan.

The teacher gave guidance to the group.

Fourth, exchange summary.

Students communicate and report their improvement plans, and teachers and students evaluate them.

Explore the bright road

Teaching objectives:

1, gradually forming the habit of actively collecting information and conducting research as planned.

2. Be able to explore the reasons for the lack of lighting in some buildings in cooperation with group students, and know that light travels along a straight line.

3. Be able to analyze the phenomena observed in the experiment and draw scientific conclusions.

4. Explore the reflection principle of light, understand the reflection function of plane mirror, and know that the reflection ability of an object is related to the roughness of its surface.

5. Feel the joy of exploring success.

Teaching preparation:

Teacher: optical transmission teaching courseware downloaded and integrated from distance education resources; Mirror, aluminum plate, cardboard, convex lens, etc.

Students: simulated buildings (cartons), flashlights, bent straws; Mirror, aluminum plate, cardboard, etc.

Teaching time: two hours.

Teaching process: the first class

First of all, talk about introduction.

Why are there lighting problems in the long passages of hospitals?

Second, the simulation experiment.

1, an experiment to explore the light propagation route

(1) demonstration experiment: What materials do you need to do the simulation experiment?

(2) Thinking: How does light spread? Why can't the light reach the inside of the building? Why are there shadows?

Students guess and make bold assumptions.

(3) Student experiment: Can we see the fluorescent lamp with bent straws? Why?

Teachers and students observe fluorescent lamps with curved straws, and explore the propagation route of light through this small experiment.

2. Reading materials

(1) Talk: You can't see the fluorescent lamp through your elbow, which means what is the propagation route of light?

Student exchange, teacher-student evaluation. Fluorescent lamps cannot enter our eyes by bending, which shows that light travels along a straight line. )

(2) Knowledge link: Read the text on page 17.

Know what a light source is. Teachers and students list common light sources in life.

(3) Courseware demonstration: light propagation along a straight line, shadow formation, pinhole imaging, etc.

On the basis of students' thinking, teachers intuitively demonstrate the phenomenon of linear propagation of light by using courseware, and understand how the ancients studied and used the principle of linear propagation of light. (Mo Zhai)

Third, solve the problem.

1. Dialogue: Light travels in a straight line. Can you change the direction of light? How can we solve the lighting problem?

Students make bold assumptions based on their life experiences.

2. experimental inquiry: can we use the mirror in our hands to make the light of flashlight shine anywhere? Can we use other materials?

Teachers and students do experiments with mirrors to change the propagation path of light. The teacher can specify a certain direction, and let each group of students shine their flashlights on the designated places with mirrors. After using the mirror, experiment again with common materials such as pencil box.

3. Extended research: What is the difference between the reflective properties of various materials?

Teachers and students use various materials with different roughness and colors to conduct reflective experiments in turn, and understand the reflective characteristics of various materials through experiments. Through experiments, students will find that the smoother the material, the stronger the reflection ability; The lighter the color of the material, the stronger the reflective ability; What color matter reflects what color light;

4. Summary: What did we find through the experiment just now? Record our findings in the record book.

Fourth, expand learning.

1, Question: What are the reflective phenomena in life?

Student exchange, teacher-student evaluation.

2. Homework: Please collect and consult information about light propagation after class.

Second lesson

I. Exchange of information collected

1. Dialogue: What information did the students collect about light propagation? Who wants to share their achievements with you?

2. Students exchange the collected data.

3. The teacher's courseware display: optical fiber, condenser, etc.

Using courseware in distance education resources, students are shown high-tech such as optical fiber with intuitive pictures or videos, so that students can better understand the new methods of changing the light propagation route.

Second, the design scheme

1, Dialogue: We have just exchanged so much information about changing the optical transmission path. How can we solve the problem of insufficient lighting? Each group is required to design solutions in groups of words, pictures or combinations of pictures.

2. Exhibition: Our scheme is designed. Please show your design to everyone in each group, and other students in the group will pay attention to it and make good suggestions. Pay attention to cultivate students' habit of listening.

3. Reading: Read the science buffet on page P28/29 by yourself.

4. Improvement plan: Please ask each group to further improve their plans according to the suggestions of the students just now and the inspiration of the scientific buffet.

Third, expand

The experiment verifies whether our scheme can be successful.

Please bring the lamp in.

Teaching objectives:

1, can verify your own design through experiments, and can analyze, evaluate and try to improve your own design.

2, can put forward new questions in the process of research.

Teaching emphasis: be able to raise new questions in the research process.

Teaching difficulties: you can verify your own design scheme through experiments, and you can analyze, evaluate and try to improve your own design scheme.

Teaching preparation: flashlights, cartons of different sizes, and experimental record sheets.

Teaching hours: one class hour.

Teaching process:

First of all, talk about introduction.

Was our previous design successful? What is the most effective test method? (Students express their opinions) Teachers guide the introduction of new courses.

The blackboard says, "Please bring the light in."

Second, experiment and verification.

1. Make a model and verify your design scheme.

Students make in groups, and teachers patrol and guide them.

2, group communication, found the shortcomings in the design.

3. Revise and improve your own design plan again.

Teacher guidance. The key point is to let students experience the scientific research process of simulation experiment. )

Third, sort out and analyze.

1. Students analyze the experimental results in groups, propose evaluation and improvement, and conduct repeated experimental verification.

Teachers guide students to analyze experimental information and find new problems in experiments.

Fourth, reflect on the summary.

According to the problems found in the second experiment, improve your own design scheme. Teachers encourage students to make bold improvements, and not all designs can become a reality.

My sunshine cabin

Teaching objectives:

1, can comprehensively use the knowledge learned, boldly imagine, and cooperate with group students to design a "sunshine hut".

2. Consciously collect information about light, and use relevant information to innovate the design of "Sunshine House" in our group.

3. By making artificial rainbows through experiments, we know that sunlight is composed of seven colors of light, and we know that the color of an object is determined by the color of the light reflected by the object.

During the experiment, you can observe carefully, think positively and generate new problems.

5. Be willing to show the results of the group and experience the fun of scientific inquiry.

Teaching preparation:

1, teacher: various colors of paper and cellophane; Prism; Optical decomposition courseware downloaded from distance education resources, etc.

2. Students: various colors of paper and cellophane; Prism; Record books, etc.

Teaching process:

first kind

First, lead-in learning.

1, Talk about: What have you gained from designing the lighting scheme?

2. Did you have any questions last class?

Students communicate and stimulate interest.

Second, expression and communication.

1. Thinking: What is the "sunshine hut" in my mind?

2. communication: share your thoughts with your classmates?

Teacher-student communication and evaluation.

Planning Organization: Design my "Sunshine House".

1, Dialogue: Students' imagination is unique and rich. How can we turn ideas into reality? What do we need to do?

Teachers patrol to guide students to carry out activities.

2. Make a plan: How to realize our vision? What is the sunshine cabin of our group like? How are we going to study it?

Tip: Our group's research plan can be expressed by combining pictures and texts.

3. Communication: Ask each group to communicate the revised plan.

Teachers guide students to reflect and improve.

Second lesson

Collect and read materials.

1, Dialogue: The students' "sunshine hut" designs have their own characteristics, but they all have one thing in common, that is, they all want their "sunshine hut" to be beautiful and bright. How can we make our hut more beautiful?

2. Reading materials: Please read the information card on page 25 to learn more about light.

Students will learn more about the relationship between light and color by reading materials and exchanging ideas.

Second, make an "artificial rainbow".

1. Q: The design of "Rainbow House" is beautiful. Can we not make artificial rainbows?

2. Talk: How to make a "rainbow hut"?

Teachers guide students to understand the formation of rainbows and tell them how to make rainbows directly.

3. Experiment: use a flashlight to project a beam of light through the gap of the cardboard, and then project it onto the paper screen through the prism to see what color there is on the paper screen.

If the phenomenon is not obvious, teachers can guide students to understand that white light is composed of red, orange, yellow, green, cyan, blue and purple.

4. Experiment: Projecting artificial rainbows onto cardboard of different colors, what color will cardboard show? (Teachers are assisted by courseware)

Student report, teacher summary: different colors of objects reflect different colors of light.

Third, make a "rainbow hut".

1. Try it: Can the Rainbow House see the rainbow?

2. Communication: What are the successful experiences of our "Rainbow House"?

The teacher encouraged the students to speak boldly.

The third category

Let's talk about the design of the "sun room" first.

1. Discussion: What new ideas do we have for our own design after learning this unit? How to improve our design?

2. Students communicate.

Second, ask new questions.

1, Dialogue: What are the new problems in our unit?

2. Thinking: How can we study these problems?

Students communicate in groups and report on behalf.

3. Record: Please save these questions in the question bank and find a suitable opportunity for us to study again.

Third, unit teaching evaluation.

1, Thinking: How to evaluate our study in this unit? From what aspects do we evaluate our study?

Encourage students to participate in learning evaluation, formulate their own evaluation content and basis, and give full play to students' main role. )

2. Self-evaluation: What are my positive aspects in this unit?

3. Group evaluation: What is worth learning from the performance of our group students?

4. Class mutual evaluation: What are the places worth learning by other groups?

5. summary.