Selected Works of Scientific Activities Planning in Primary Schools

Science teaching in primary schools is to cultivate primary school students' observation, discover some secrets of things around them, learn to explore science from nuances, apply science, understand scientific truth, and establish correct emotional attitudes and values, so as to learn knowledge and be a man. The following is my careful collection of primary school science activity planning. I will share it with you and enjoy it together.

Primary school science activity planning 1

Teaching objectives:

1, know the relationship between pulse and heartbeat.

2. Understand the composition and circulation process of blood circulation organs.

3. The relationship between pulse and heartbeat can be inferred by simulation experiment.

Teaching preparation:

Teacher preparation: Prepare a set of latex tube and funnel for each group of students, and make a simple stethoscope, balloon, syringe, latex tube simulating pulse and heartbeat, and a wall chart of human blood vessel distribution.

Teaching process:

First, import

As we all know, our heart rate and pulse will accelerate during exercise. What is the relationship between heartbeat and pulse? Today we will study this problem.

Second, learn the new grant.

1, instruct students to collect data of pulse and heartbeat before and after exercise.

(1) The number of times students measured their heartbeat and pulse before exercise.

(2) Take your own pulse after exercise and ask your classmates to help you measure your heartbeat.

(3) It is pointed out that when using the stethoscope, put one end of latex tube on the ear and press the funnel near the center of the chest, that is, the heart.

(4) Fill in the table in the book with the above measurement results.

2. Guide students to know the relationship between heartbeat and pulse.

(1) What do you find by comparing the results measured above?

(2) Organize and communicate their findings.

(3) The teacher summarizes the results of students' communication, and the heartbeat and pulse are the same. And put forward the research question: what is the reason?

(4) Instruct students to complete several experiments in textbooks.

(5) Organize students to discuss: Which organs of the human body are simulated by rubber ball, syringe piston and latex tube respectively?

(6) Organize students to discuss and communicate: What is the relationship between pulse and heartbeat?

3. Guide students to read small materials.

In the process of guiding reading, let students understand the following five questions:

(1) What is the cause of heartbeat?

(2) What is the general process of blood circulation?

(3) What is the cause of pulse condition?

(4) Where is it easy for human body to simulate pulse?

(5) What is the relationship between heart beating and pulse beating?

Third, the summary of this lesson

1. What is the relationship between heart beating and pulse beating?

2. What are the functions of the heart and blood vessels?

Fourth, extracurricular practical activities.

1. Introduce the relationship between heartbeat and physical exercise.

2. Ask students to continue to adhere to the exercise plan made in class, and ask students to measure the heartbeat changes before and after exercise.

Primary school science activity planning II

First, the teaching objectives:

1. Cultivate the ability to record, analyze and process experimental data in the inquiry activities of lever ruler.

2. Obviously, the closer the fulcrum is to the key point, the more labor-saving the lever is; On the contrary, it is laborious. Know a few labor-saving and laborious levers in daily life.

3. Stimulate the interest in exploring the application of leverage in life.

Second, teaching focus: through the exploration of lever ruler, cultivate the ability to record, analyze and process experimental data.

3. Teaching difficulties: clear the scientific principle of labor-saving lever and understand its reasonable application in life.

Four, material preparation:

Teacher: Demonstrate PPT, long iron bars, gymnastics bars, wooden blocks, vises, poker, lever ruler, hook code, etc.

Student: Lever ruler, hook code and record sheet (for four people).

Verb (abbreviation of verb) teaching process;

(1) Review guidance: Review the three elements of leverage.

1, fun game-pry "heavy objects" to let students actually experience the role of leverage.

2. Review the three elements of lever with PPT: fulcrum, focus and force point.

3. Put forward the research topic of this class, writing on the blackboard.

(2) Theme inquiry: Understand its labor-saving and laborious scientific principle with a lever ruler.

1. Understand the structure and principle of lever ruler through physical objects and demonstration PPT.

2. Arrange the research task 1: Explore the hook code hanging method to balance the lever ruler, and make records.

3. Students started their own inquiry activities for about 10 minutes in the form of four-person group cooperation.

4. Initial report: the number of hook codes of the force point is greater than that of the key point, and the number of hook codes of the force point is less than that of the key point.

Comparing the two kinds of code number records, it is clear that the latter is more labor-saving.

5. Arrange the research task 2: Pick out the labor-saving record table and draw the fulcrum and the key points of stress with strokes.

Line segment from point to fulcrum.

6. Second report: Show three labor-saving records, compare the drawn line segments and think about their similarities and differences.

Point.

7. Conclusion 1: The distance between the key point and the fulcrum is shorter than the distance between the stressed point and the fulcrum, and the lever is labor-saving.

8. Third report: Show two laborious record sheets, and draw with strokes that the key points point to the fulcrum, and the stress points point to the branch.

Point line segments, compare the drawn line segments and think about their similarities and differences.

9. Conclusion 2: The distance from the key point to the fulcrum is farther than the distance from the stressed point to the fulcrum, and the lever is laborious.

(3) Deepening practice: understanding the rational application of leverage in life.

1. Fun game-"Defeat the strong with the weak", strengthen students' understanding of the above by controlling the fulcrum position.

Understanding of the conclusion.

2. Actual combat experience-break the wire with a vise and analyze its labor-saving principle with PPT pictures.

3. Demonstration and analysis-"A small weight weighs a thousand kilograms", and its labor-saving principle is analyzed through PPT pictures.

4. Practical experience-pick up the iron block with pliers and analyze its laborious principle with PPT pictures.

5. Summary: The labor-saving or laborious use of lever tools is closely related to its use.

(4) Expanding extracurricular activities: investigating leverage tools in life.

Primary school science activity planning 3

Teaching objectives:

1, preliminary perception can describe the weather from weather phenomena such as cloud cover, precipitation, temperature, wind direction and wind speed.

2. Understand some common weather phenomena and weather symbols.

3. It can classify various weather phenomena.

4. Observe the weather with your senses and learn to record it in simple words.

Teaching emphases and difficulties:

Understand some common weather phenomena and weather symbols.

Teaching preparation:

1, a map of China marked with weather symbols;

2. Each group has a set of weather symbol cards;

3, weather phenomenon classification table and weather network diagram;

Teaching process:

I. Understanding weather phenomena

1. Show a "city weather forecast map": this is the weather forecast map of the Central Meteorological Observatory. What weather phenomena are shown on the map?

2. According to the students' answers, paste the corresponding weather symbols on the blackboard and write the names.

3. Question: What other weather phenomena do you know? (Show the corresponding symbols according to the students' answers)

4. Give each group a set of weather symbols: Please classify these weather phenomena.

5. report and exchange.

Second, describe the weather today.

What is the weather like today? Let's go outside to observe today's weather from four aspects: cloud, precipitation, temperature and wind, and then record the observed phenomena in a scientific record book with some words or sentences.

(Showing observation requirements: Please observe today's weather from four aspects: cloud, precipitation, temperature and wind, and then record the observed weather phenomena in some words or sentences in the scientific record book. )

Question: What do you think we should wear in today's weather? )

3. Understand the purpose of "network diagram": Just now, when the students were reporting, they thought of something. Is there any way to express the relationship between weather and our life more intuitively? Open page 3 of the book and see what good methods are introduced to us.

Third, summary.

What we just observed is today's weather, so what will tomorrow be like? How about the day after tomorrow? How will our weather change after a month? In the next month, please record the weather phenomena observed every day so that we can understand the weather changes here during this time.

Fourth, homework after class

1. Write down the weather phenomena you know?

2. What does the general weather forecast include?

Primary school science activity planning 4

Teaching objectives:

1, scientific concept: temperature refers to the outdoor temperature in a cool and ventilated place, and the temperature should be measured at the same time every day.

2. Process and method: Choose the daily temperature measurement environment, complete the temperature measurement in the weather calendar and record it.

3. Emotions, attitudes and values: Keep interested in the study of temperature changes and understand the importance of long-term measurement and recording data.

Teaching focus:

Select the environment where the temperature is measured every day, complete the temperature measurement and record it in the weather calendar.

Teaching difficulties:

Correct measurement, can adhere to the record.

Teaching preparation:

Before class, arrange a group to record the temperature in the morning, morning, noon, afternoon and evening.

One temperature filling chart for each group.

One thermometer for each group or person.

Teaching process:

First, the introduction of teachers, the introduction of research topics

1. Temperature has a great influence on the weather. Temperature is an important feature of weather phenomenon, and it is also an important record data in weather calendar.

2. Reveal the learning theme.

Second, the measurement and comparison of outdoor temperature

1, the teacher suggested the safety problems that should be paid attention to when measuring temperature with thermometer.

2. Students talk about how to measure temperature with a thermometer and how to read it. Check the calibration of the thermometer; Ask the students to find the boiling point, freezing point, normal body temperature and other temperatures.

3. Is the temperature in the classroom the same as that outside the classroom? How to determine that the outdoor temperature is higher than the indoor temperature? What preparations do you need to make to measure indoor and outdoor temperatures, and what should you pay attention to?

4. Measure the indoor temperature, record and communicate.

5. Measure the temperature in different outdoor places in groups, in corridors, under the sun, under trees and in the shade, and record the measured temperature in time.

6 report communication, is there a difference between indoor and outdoor temperatures? Which temperature can reflect the temperature here today? Are the temperatures measured in each group the same? Why is it different?

Third, the measurement of temperature.

1, discuss, what's the difference between the temperature we just measured in the sun and in the shade? Think about it, where should we choose to measure the temperature?

2. Teacher's summary: The outdoor temperature in a cool and ventilated place can best reflect the local temperature, so it is necessary to choose a suitable place for temperature measurement.

3. Measure the temperature at different times and report the temperature measured at different times.

4. Show and discuss the temperature chart. What information can we get about the temperature from this chart? In order to fill in our weather calendar accurately, how to determine the time for daily measurement?

Primary school science activity planning 5

Teaching objectives

Scientific concept:

Liquid will flow, and the flow rate is affected by viscosity.

Process and method:

Make a prediction and verify it with a comparative experiment; To understand the fair experiment, in order to ensure fairness, we need to keep other conditions unchanged except variables.

Emotions, attitudes and values:

Recognizing that open and democratic discussion is helpful to identify the accuracy of the experiment; The division of labor and cooperation within the group is very important for the experiment.

The focus of teaching is only to design comparative experiments, and to describe and simply explain that the velocity of liquid flow is affected by viscosity.

Design comparative experiments in teaching difficulties to understand the influence of fair experiments on experimental results.

Teaching preparation

Each group of materials: 1 small glass of water, 1 small cup of oil, 1 small cup of detergent, 1 piece of glass, 3 droppers (or straws or plastic spoons) and an experimental record sheet.

Each student's material: venn diagram.

teaching process

First, design a mobile competition.

1. Review the main scientific concepts learned last class: What are the similarities and differences between water and edible oil? (Showing venn diagram from last class)

Water flow and oil flow. Do they flow at the same speed?

2. Other liquids will also flow. Such as detergent, is also a liquid. (Teacher shows three liquids) Are the three liquids flowing at the same speed? If not, guess who has faster traffic?

3. Is there any way to prove it?

Teacher's guidance: If you want to prove whether your guess is correct, have a fair competition.

4. Design the scheme of "mobile competition" and communicate with members in the group: What can be done to ensure the fairness of mobile competition? Which method? Why? Determine a competition method after discussion.

5, the whole class exchange competition methods, discuss around "ensuring the fairness and feasibility of the competition", and encourage students to question and improve the competition rules.

Second, the experiment and thinking

1. Ask the team members to carry out the mobile competition according to the scheme they choose, and make records. The teacher should prompt the students to repeat the experiment several times.

2, the whole class communication, reporting, including: 1 * * * conducted several experiments, what are the experimental results, whether the experimental results are the same each time, what are the reasons for the inconsistent experimental results, etc.

3. Thinking: What does the speed of liquid flow have to do with it?

Three. Comparison between liquid and solid

1, the teacher asked the students to pay attention to the venn diagram records of water and edible oil written on the blackboard, make it clear that water and oil have the same characteristics, and think about whether detergents also have these characteristics.

2. Summary: Are there any similarities between these three liquids and solids? What's the difference between solids and them? Teachers and students discuss and communicate, and complete the venn diagram record of solid and liquid comparison.

3. Discuss and communicate. What do we know about "what kind of liquid is water"?

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