If you were asked to design a weather forecast table, how would you design it?

Teaching Design of What's the Weather Today

Class type: communication class

Teaching objectives:

Process and method:

1 You can discuss weather phenomena and get weather information.

Able to design symbols to express weather conditions.

Knowledge and skills:

1 You can learn about the weather forecast work of meteorologists.

2 Know the common meteorological symbols.

Know that the weather can be described in some measurable aspects, such as cloudy, sunny, rainy, snowy and windy.

Know some methods that ancient people used to forecast the weather.

Emotions, attitudes and values;

1 Be aware of the influence of the weather on people's work and life, and pay attention to the changes of the weather.

Willing to study and observe the weather like a meteorologist.

Teaching focus:

Able to design symbols to express weather conditions.

Understand common weather symbols.

Teaching preparation: each person has a blank sheet of paper and each group has a box of colored pens.

Teaching process:

First, being close to life leads to weather.

1, the teacher shows some pictures to the students.

2. Communication: What do you see? What's the weather like at this time?

Do you care about the weather? Who cares about the weather?

What's the weather like today? How about tomorrow? How about the day after tomorrow? How did you know?

5. Teacher: There are many ways to get the weather forecast. So yesterday, the teacher asked everyone to watch the weather forecast in advance and asked the students to write down the content of the weather forecast. (Ask the students to make a weather forecast) Then, according to the weather forecast she broadcast and your own record, discuss how the weather forecast predicts the weather. (Student report. )

The design intention is to introduce new lessons in combination with the actual life, so that students can feel that there is science everywhere in life.

Second, discuss communication and pay attention to the weather.

Teacher: These are the weather conditions in the weather forecast. What weather have you encountered in your daily life?

2. Discussion: What kind of weather do you like? What if there is only one kind of weather for months or even longer? Why?

The design aims to guide students to know that the weather can be described as cloudy, sunny, rainy, snowy and windy. Let the students realize the influence of the weather on people's work and life, and pay attention to the changes of the weather.

3. Teacher's summary: Rain, snow, wind, sand and stone are just different forms of expression in the sky and are the inevitable laws of nature. It is this changeable weather that nourishes everything on the earth and makes us grow up healthily and happily! So we should care about the weather from today, treat all kinds of weather correctly, and arrange our usual life according to the weather forecast.

Third, stimulate interest to participate in design.

Teacher: There are so many kinds of weather. How to express it? Students, can you design some symbols to represent the weather?

2. Grouping design: (Show the design requirements. )

3. Students design symbols and teachers patrol.

Students stick their designs on the blackboard in the corresponding weather.

5. Teacher-student communication evaluation: Do you think it is good to use these different symbols to represent the weather? Why?

Students in the third grade of primary school are new to science. At this time, they are mainly thinking in images, symbol design and other activities in line with students' age characteristics and physiological development characteristics. Let students design weather symbols and infiltrate the teaching idea that observed phenomena can be recorded in various forms, aiming to let students know that there is no prescribed style of weather symbols, so long as everyone looks at the symbols, they will know what weather they represent. In this process, we can not only improve their language expression ability, but also better develop their thinking ability in images! Through such activities, students' interest in inquiry and enthusiasm for participation are stimulated.

Fourth, identify symbols and pay attention to migration.

1. Teacher: When reading the students' works, the teacher thinks that everyone's works are very creative, and the teacher also appreciates the students' imagination. These are all weather symbols designed by students, so what are the standardized and scientific weather symbols? Let's have a look. (showing pictures) Do you know these symbols? Who can tell what kind of weather these symbols represent?

2, the teacher courseware shows pictures, contact pictures to show weather symbols to forecast the weather.

Design intention: Let students experience a weather forecast process, and students' gains are far more important than acquiring some weather knowledge. To learn any scientific knowledge, we must learn on the basis of existing knowledge and incorporate new knowledge into the existing formal system. In this way, through the connection between the old and the new and systematic learning, the expected learning effect can be achieved.

Fifth, teachers and students exchange information.

1, broadcast the production process of weather forecast short film.

2. Understand how people understood the weather without these advanced observation instruments in ancient times when economic conditions were underdeveloped. (Show picture explanation)

3. Show weather proverbs and communication.

Sixth, summarize knowledge and expand application.

1. What did you gain from today's study? The ancients mastered the law of weather changes with their own practice. Now, we can not only predict the weather and prepare for some bad weather in advance, but also make use of some special weather to benefit us in a certain range. It is the sky overhead that gives us a colorful life, and there are countless scientific mysteries waiting for us to discover and explore.

2. The teacher assigned homework ()

The purpose of the design is to stimulate students' desire to explore scientific mysteries, extending from classroom to extracurricular, so that students can constantly observe the weather, apply it to life, and effectively connect with life.