Teaching plan for the formation of scientific wind in grade three, and teaching plan for the wind in grade three?

The third grade science volume of New Soviet Education 18. Wind Direction and Wind Power Teaching Plan teaching material analysis

This course focuses on two meteorological elements, wind direction and wind force, and focuses on three aspects: what, how to measure it and what is the impact.

This course focuses on identifying wind direction and wind force, introducing observation methods, learning to use wind direction and wind measuring instruments, and observing wind direction and wind force on the spot.

This course is mainly divided into four parts.

First, determine the wind direction and wind force through discussion.

Wind direction and wind force are two aspects of the wind that we describe a thing. By watching the video materials, we point out how the weather forecast describes the wind and guide students to find these two meteorological elements.

The observation of wind direction requires students to feel the wind outdoors, or to feel and observe the wind with light objects such as paper and paper towels, and record the wind direction.

In the process of guiding students to observe the wind, we should first identify the wind level according to the song of the wind level, and make it clear that the wind level is the performance of the wind.

The second part is to make a wind direction anemometer to measure the wind direction and wind force.

In order to measure more accurately, this course also guides students to make their own anemometers and anemometers for observation, and students can also use the information in the "special study" unit of grade two to learn from the existing experience.

When teaching this part of the content, you can also choose other methods to guide students to make it.

The third part, singing wind songs, observing and explaining the influence of wind on human production and life.

Organize students to recite "Wind Songs" and choose the most typical life scenes for students to correspond one by one.

When organizing students' discussion, grasp the key point: what phenomenon do you see? What does this phenomenon have to do with following the trend? Emphasize the influence of wind on human production and life.

Extreme weather phenomena such as tornadoes and typhoons should be properly supplemented by video materials, so that students can intuitively feel their harm.

The fourth part is to observe the weather in a week, analyze the data and describe the weather changes.

Students are required to continuously measure and record the weather for a week to prepare for summarizing the weather and climate characteristics.

This is a long-term observation, so we should pay attention to stimulating students' interest in learning.

Students observe the records regularly and regularly every day to minimize unnecessary errors.

Data can be measured directly by students, can also be second-hand data, or organize classes to pave the way for future weather and climate learning.

Analysis of learning situation

The object of this course is the third-grade students, who are lively and active, their thinking is in the stage of perceptual knowledge, they have a strong curiosity and desire to explore the world around them, and they are willing to operate.

Through the past science study, students' understanding of science class has been improved to a certain extent, and they have the ability to observe and explore the surrounding natural phenomena, which has paved the way for the study of this course.

Educational goals set four-dimensional goals according to the standards of science curriculum.

Scientific knowledge: 1. I know people call the direction of the wind direction and wind speed the wind level.

2. Know that the anemometer can detect the wind direction and the anemometer can detect the wind speed.

3. Understand the content of wind songs.

Scientific exploration: 1. Wind direction and strength can be judged by some slight floating objects.

2. Self-made anemometers and anemometers can measure wind direction and wind force.

Scientific attitude: 1. It is very valuable to realize long-term measurement and record meteorological data.

2. Be able to participate in long-term scientific inquiry activities and cultivate students' scientific attitude of seeking truth from facts.

Social environment of science and technology: 1. I feel that using simple tools is very helpful for weather observation activities.

Further improve the interest and curiosity in observing weather phenomena.

Teaching focuses on judging wind direction and wind level to describe.

Teaching difficulties: keep the self-made wind vane arrow level, and judge and describe the wind direction and wind level in the face of compound phenomena.

prepare lessons

Teacher information: courseware, video.

Student supplies: homemade anemometer, paper scraps, paper towels.

Teaching time, teaching process design for one class 1. Introduction to the new lesson 1. Teacher: Before class, let's look at the weather forecast.

Look at it and think, what kind of weather information does the weather forecast tell you? 2. Students watch the weather forecast.

3. Teacher: No matter who said it, what kind of weather information did the weather forecast tell you just now? 4) Health) What's the rain like today, how much precipitation, how much temperature, how much amplitude, how much wind ... 5. The temperature, clouds and other factors mentioned by the students just now are the meteorological factors we learned in the first two classes, and this class will continue.

[Design intent: By playing the weather forecast video, students can intuitively feel that wind is also one of the important meteorological elements.

(2) Wind direction (1) is 1. Students, how did the host explain the wind in the weather forecast just now? 2) Health) The north wind is 4-5, and the gust is 6-7 ... 3) What you just said is very accurate. Where does the north wind blow? Raw 1) raw blows to the north side 2) blows from the north side.

4. Teacher: To know the wind, we must first make clear the direction.

(PPT prompts 8 directions, east, south, west, north, northeast, northwest, southeast and southwest) 5. Is there any way to decide today's wind direction before class? Health 1: Please feel it outside.

Hygiene 2) People feel uncomfortable, and light objects such as paper towels and pieces of paper need to rely on other materials ... 6. Students' outdoor experiments.

Teacher: Through experiments, I found that the north wind is blowing from the north.

PPT tip: The direction in which the wind blows is called the wind direction.

7.PPT wind map (including 8 directions).

Teacher: Please ask the group leader to take out the wind maps of each group, align the wind maps first, and then speak and dictate in the group.

8. Show the fan, adjust the position, and ask the students to point out the wind direction according to the wind map.

Teacher: Who said what it was like at this time? Adjust the direction of the electric fan and ask the students to point out the direction of the wind. It is emphasized that the wind direction is the direction in which the wind blows, not the direction in which the wind goes.

(2) The wind force is 1. The weather forecast just now was 4-5, 6-7. What do they mean? 2) the strength, grade and size of the wind ... 3. What the students said is right. The strength of the wind is called wind power. Wind power is expressed by wind grade, which is called wind grade for short. The higher the wind level, the stronger the wind.

PPT tip: The strength of wind is called wind power, and the size of wind power indicates the size of wind power.

[Design Intention: Guide students to know the wind direction and wind power by asking questions, and they need to be familiar with the wind direction and wind power through fans and light objects.

(3) Make the wind vane and measure the wind direction and wind force in the campus (1) Make the wind vane (1) Teachers should know the magnitude and direction of the wind more accurately, use tools to measure more, and use the wind vane to measure.

This is the wind direction anemometer made by the teacher. Please tell the students that these devices need to be combined, how to assemble them and what their functions are.

Health: foam board is used as the chassis, and the chassis is attached with a wind map; Make the wooden stick and cardboard into the shape of an arrow as a weather vane, move back and forth and keep balance with the arrow, make a table tennis (half table tennis) cup, stick it on the wooden stick and fix it with a pin ... 2. After the wind direction anemometer is completed, test it.

How to test the wind direction anemometer? Blow in1); Health 2) Outdoor test ... Don't blow from your mouth. The airflow coming out of the mouth is beam-shaped, so it is different from natural wind.

So we need to test it outdoors.

3. Students in the group will test outdoors and make adjustments if there are any problems.

[Design intention: Cooperate in making wind direction anemometers among students, train students' ability of cooperative inquiry learning and practice, and gradually cultivate curiosity and exploration desire.

Testing before measurement and improving the inter-group wind direction anemometer can make the subsequent measurement more accurate.

(2) outdoor investigation 1. What problems should I pay attention to before the investigation? 2) Health) First, match the direction of the wind pattern on the chassis with the actual direction.

3. Teacher: Yes, only by finding the direction can our measurement be accurate and meaningful.

Is there anything else to pay attention to? 4. Health 1) Choose windy weather without obstacles around; Health 2) Wind direction and wind force may be unstable, and it needs to be measured many times to avoid accidents; 3) The measurement shall be recorded by special personnel; (4) When recording, accurately record the wind direction, and use "big, medium, small and none" to describe the wind force ... 5. The students spoke very well. The teacher has prepared a record sheet for you. You will choose an open place when measuring, so you decide to measure on the playground.

Group cooperation and division of labor should be clear.

6. After the measurement, each component shall fill in the data summary table.

7. Teacher: Students carefully observe the table and judge the wind direction and strength today.

Health: The wind on campus today is north wind, and the wind is moderate.

8. Remind the Meteorological Observatory of today's weather forecast.

Teacher: Are our measurement results exactly the same as those of the Meteorological Observatory? Health: inconsistent.

The wind direction itself is unstable; There are classrooms around, which are influential; There is an error in the compiled wind direction ... 9. The weather station has a special anemometer and an auxiliary anemometer system, which can measure multiple parameters at the same time, or measure the same parameter at multiple points before processing, and the data obtained is more accurate.

[Design intent: Before measurement, the concept of wind scale is introduced, and it is clear that the magnitude of wind power is generally expressed by wind scale. By comparing the measurement results with the weather station data, students can find mistakes and put forward their own different opinions. For example, there are errors in measuring tools, and there are many buildings around the measuring site.

(4) Wind level Song 1. Teacher: We don't have professional equipment to accurately judge the wind level. Today, the teacher brought a new friend to everyone-"Feng Ge". Through it, we can roughly judge the level of wind power. Please read the wind song quickly.

2. Activity: Show photos of disturbed wind songs. Look at the picture and get the answer.

3. Teacher: The students did a good job just now. What's the use of remembering wind songs? Student: You can judge the wind level ... 4. Teacher: The teacher brought you some photos. Please observe. What level is the wind in the photo? Health 1) Because the tree is broken, it is estimated that it is a level 8 wind. Health 2) Because the red flag is flying in the wind, it should be a level 3 wind ... Please look at this photo (two wind levels exist at the same time). What's the wind at this time? Health 1) red flag fluttering, three winds; Health 2) branches swing, which is a four-level wind ...) There are three-level winds and four-level winds in the photo. At this time, the wind level should be determined according to the phenomenon of the first-class wind.

[Design intent: Wind-level songs require students to recite before class, which can further familiarize them with the wind level and the corresponding scenery changes in class and effectively improve the accuracy of students' explanation.

) 5. The influence of wind on human beings 1. Transition: Students, please look at this photo. What's the wind at this time? The trees in the house are upside down: when the trees in the house are blown down by the wind, there may be a wind of 12. 2. Teacher: In life, there are very few winds above 10, only when there is a typhoon.

Watch the video about typhoon.

Teachers and students, the typhoon caused great losses. Some people imagined dropping an atomic bomb in the eye of a typhoon to offset the typhoon's energy, but actually dropping an atomic bomb is like turning mantis's arm into a car, which has no effect.

At present, what people can do is to take protective measures before the typhoon comes.

3. Show photos of tornadoes.

Teacher: Students, what is this phenomenon? Health: Tornado.

Tornadoes, like typhoons, will bring great harm to people. In addition, the formation of tornadoes is so rapid that it is too late to prevent them. Fortunately, the scope of the tornado is very small.

Let's have a look.

(Playing tornado video) 4. Teacher: Everything has two sides. Typhoons and tornadoes can do great harm, but life without wind is impossible.

Do you know what wind is good for us? PPT prompt picture.

Health: Wind can spread seeds, make sailboats sail, and use wind to generate electricity.

Teacher: Do you know what kind of wind is good for human beings? Health: In hot summer, the wind brings us coolness; Wind can improve air quality. The wind blows clouds and brings rain ... Health: Typhoon also brings rain [Design intention: Let students know the benefits and harms of the wind to human beings through pictures and videos, and collect relevant information before teaching, so that students can collect and exchange information.

(6) Promotion and expansion 1. No matter who said it, what did you learn in this course? Health: Make it clear that the wind direction is the direction from which the wind blows, and the wind force is the strength of the wind. Learn to make a wind direction anemometer and use it to measure wind direction and wind force. Can recite "Wind Song". Recognize the benefits of wind to human beings, as well as the hazards of typhoons and tornadoes to human beings ... 2. Teacher: Let the students use what they have learned to record the weather for a week continuously, and record the temperature, cloud cover, rainfall and rainfall.

Recommended measurement time: 9: 00 am and 15: 03 pm. Teacher: What problems do you think should be paid attention to when measuring? Health 1) daily fixed-point observation records to minimize unnecessary errors; Health 2) You can compare your observation with the actual weather forecast every day, find errors, find problems and adjust your measurement methods.

[Design intent: Guide students to understand the matters needing attention in observation, improve the accuracy of measurement data, guide students to use scientific knowledge about weather, experience the process and methods of scientific activities, help students to cooperate with others and coordinate with the environment, and lay the foundation for subsequent scientific study.

blackboard-writing design

18. Wind direction and wind force

Wind direction: the direction in which the wind blows.

Wind power: the strength of the wind

Measuring tool: wind direction anemometer

The wind direction on campus today is the wind and the reflection after school.

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