2, can say the object will be buoyant in water.
3, to illustrate the buoyancy in life and production applications.
Second, the teaching process
1, divided into 4 pairs.
2, in the previous activities on the basis of naturally. For example, student exchange may be mentioned: Other students, teachers can prompt timely whether the same feelings, and begin the activities.
3, requires each student to experience in order to seriously 1-2 times, gently press down on the object, and then slowly raised his hand.
4, after the event can lead students to be more specific about the process in the sense of the whole experiment, in daily life have a similar feeling. If the student has not mentioned the concept of buoyancy, this time to tell students that feel in the water up the top hand edge, scientifically known as buoyancy.
5, after the event, can guide the students, inspired by the illustrations, give some of their daily life and buoyancy on the production instance. Such as: boat, swim ring, life jackets, life jackets, wash rice, boiled dumplings.
teaching postscript:
some students on the basis of daily life to determine progressive activities. Students to understand the drifting phenomenon, there is a personal experience of buoyancy.
Lesson Ten hours of running water
arrangements:
suggested 2 hours to complete. First class to complete activities 1 and 2, the production of a small water wheel, in part. The second activity 2 hours to complete on how to make small water cycle faster, and complete the development activities.
feel the water and still water
one moving target:
1, can experience the power of water.
2, can describe the nature of literary language the beauty of the different water bodies.
Second, the active process:
1,4 groups of activities.
2, the first organization to introduce students to observe the teaching part of the four illustrations. Let students find the nature of the water, and some level as a mirror, and some Pentium roar, a vast reservoir of power. Thereby allowing the students to feel that the actual power.
3, students, and by controlling the level of the beaker of water, repeatedly experience the power of water. Hydrostatic and the flow experience can pay * for. ,
4, to encourage students to use existing material simulation waves, waterfalls, state, and enhance the activities of interest. On the basis of full activity, organize the students talk about their feelings.
make up a small water cycle, moving target:
1, under the able guidance of teachers, a division of labor for the experimental production of a small wheel.
2, can come up with 2 or more for small water cycle faster method.
Second, the active process:
1,4 groups of activities.
2, production of small water wheel science classes for students to learn the first time since a more complete production activities, in teaching as much as possible to help each student experience the feeling of success.
3, how to make the water rotate faster is to train students in creative thinking of the perfect opportunity for students to think time, so that the students themselves think of ways to try and determine their feasibility of the method, which method to compare his own better, do not bring the teaching of students marching.
4, exchanges, pay attention to inspire students to listen to the views of other groups, learn a better way. Ability of students who may try to make them think of ways to summarize.
production of small water wheels of the first method:
1, the wheel pattern on the plastic chip, chip carved in a pattern identical to the circle with the wheel.
2, cut down along the line drawn.
3, the teacher to help fight a hole in the center.
4, the straw into the wheel center. Adjust the blades so that each wheel can turn leaves the water.
5, the bamboo cutting into the straw.
6, insert a bamboo skewer to the wheels on the water below, to see if flexible rotation.
production of small water wheel of the second method:
1, imitation materials to expand part of the water wheel illustrations.
2, cut a carrot, a few pieces around the plug in hard materials (toothpaste tubes, cut the plastic bottle wall), inserted along the center of a bicycle spokes radish.
3,Bailey UGG boots, will be shaved watermelon rind round, carved open a few gaps along the periphery, the center plug in the bicycle spokes.
evaluation recommendations
students use to evaluate the following issues:
1, you will make up a small water wheel was?
2, how do you up to small water cycle?
3, when the water flow rotation urgent how well?
4, when the water flow is very slow rotation how well?
5, you Examples of use of water know what?
water can help us do
one moving target:
give an example to say the power of water on both the good side of people, have harmful side.
Second, the active process:
1, 2, on the basis of the activities to inspire students to think about where you can use the power of water.
2, so that students with pictures but water related, such as: swimming, boating, surfing, rafting, fishing.
3, teachers may add some information, can be combined with current or local realities better. Such as: the Three Gorges water control project progress, all kinds of media-related reports.
teaching postscript: The activities, students experience the flowing water is powerful. Section XI
teaching arrangements to save water:
Activities: 2 hours to complete with.
a marine and freshwater, moving target:
1, give an example of information out common manifestations.
2, to try to fill in the form mapping and known data in the form of consolidation.
3, to an overview of the distribution of water resources.
4, can put forward some reasonable proposals to use water resources.
Second, the active process:
1, 4 groups of activities.
2, the first organized students to discuss before the event: the earth's surface is water, or land more and more to guide the discussion, learn as much as possible the views of cattle out of their own basis.
3, require students to read the data, based on the water with a brush, ice, fresh water can be used on the shares represented in the plot. Note that inspire students to think
4, tell the students,
5, in the use of the information on the process of teaching, teachers and students for timely use of relevant data to add.
6, students have the status of water resources in a more comprehensive knowledge and awareness, how to let students discuss the rational use of water resources, encourage students to record the group's recommendations.
attention to student evaluation recommendations Tiantu color table is correct, the reasonable use of water resources construction
proposal is feasible.
a survey of domestic water, moving target
I, can say for example the phenomenon of life, waste of water.
2, can realistically carry out scientific investigations.
3, to come up with water conservation measures.
activities
1, investigations by the students before classes separately to take about 2 - 3 days, may request the parents to help.
2, students had to guide students to understand that without affecting the quality of life as possible while not wasting water. Such as off the tap when brushing your teeth and so on.
3, with the school teachers can adjust the location of the specific contents of the questionnaire.
Statistics household water consumption, and calculate the per capita water consumption
one moving target
1, can persist for 6 months investigation of domestic water consumption.
2, build awareness of water conservation.
implementation of the proposed
1, to use some time in class to teach students how to recognize and read water meters, records briefly the contents of each column in the table.
2, student teachers should focus the investigation on a regular basis, the next semester to arrange a time summary.
3, no water in rural areas, teachers in other content can be flexibly arranged long-term investigation, you can achieve moving target.
investigate the phenomenon of waste water around
one moving target
1, choose from the daily life of the problem.
2, the data in the survey to experience a major role.
3, foster awareness of water conservation.
implementation of the proposed
1, 2 in the activities on the basis of more waste to let the students listed in the phenomenon of water is proposed to investigate a number of topics, each group of students select a survey topic, try not to repeat in each group.
2, survey program designed to encourage students to use when investigating different ways.
3, completion of the investigation, to promptly organize exchange activities to encourage students to findings and recommendations to the relevant departments.
topics for investigation: (1) School faucet leaks; (2) of farmland irrigation problems
; (3) public toilets flush situation; (4) play in the water games.
teaching postscript: practical examples that students can say the phenomenon of life, waste of water and can make some water conservation measures.
awareness class XII Air
teaching arrangements
This course is divided into 2 hours for. Proposed first class to complete activities 1 and 2 of the teaching; second teaching activity 3 hours to complete. Air
find one, moving target
1, different methods can prove the existence of the air.
2, the right way independently collected air.
3, to illustrate the importance of air for our survival.
Second, the active process:
1, activities from the problems began,UGG bailey button, that plastic bags of air, directly aware of the air, the clod into the water, chalk or chalk, or clods observed coming out of the air. In addition, should guide the students come up with more ways to prove the existence of the air. < br>
2, activities, students should understand: the Earth's surface is filled with air, the air is real, people can feel.
comparison of air and water
< br> First, the moving target
1, can use all the senses of color, smell, taste, etc. compare similarities and differences between water and air.
2, using language to describe correctly the air The basic physical properties.
Second, active process:
1, air and water, many of the same basic physical properties of the water unit students have been studying the use of sensory awareness of water, understanding water The basic physical properties.
2, observed and compared the same point of water and air. teachers in each group to prepare a glass of clean water per person per straw. activities require students to study water in accordance with the method, from color, smell, taste, and several other aspects of what occurred in the air, and water and then compared to identify similarities air and water. air flow is invisible, teachers can inspire students to experiment to find the air, or based on the fact that the air everywhere reasoning, understanding the flow of air.
3, activities, students should understand: the air is no color, no taste, odorless, transparent gas. it is and water with no color, no odor, no taste, and transparent in nature. Water is a liquid, air is a gas.
Note: air (gas) and water (liquid) is different only from life experience by requiring students can distinguish between the senses. teaching not in the > 1, under the guidance of teachers, the correct way to occupy the air space of the experimental design.
2, students can feel with the team the benefits of a common experimental design.
II active process:
1, the air takes up space in the experiment is further proof of the existence of the exploration activities of the air. This research is conducive to training students the ability to make assumptions, and it helps train students to design experiments to explore the capabilities. teaching must be organized by the independent thinking of students and then make their own assumptions.
2, of the air space is occupied. teaching experiment from the beginning of space occupied by water, the experiment students should be clearly observed: water beaker in the space occupied; hooks code into the beaker after the water let out some space, make room for the water flow out of the beaker.
3, organize students to take up space on the air the question whether the hypothesis put forward their own , and the assumption was correct or not make predictions. teaching to guide students to make two different predictions, and discuss. discussions can also lay the foundation for design experiments. textbook experimental design tips in order to stimulate students to experiment by analogy from the water .
4, students hypothesize, the teacher can organize students. design experiments, design experiments, students can rely on teachers to provide the material to their own. the thinking process of design experiments can prompt students to first consider the installation of air In what containers? what method validation containers occupy the space the air?
5, experiment, teachers should guide students to observe clearly the experiment process and experimental phenomenon, and consider the conclusions of experiments.
6, after the experiment, students should be organized to describe the experimental procedure and experimental results, lay the foundation for the complete lab report. test report despite the fact that less, but the content and format must be standardized.
7, the experimental results or interpretation of the phenomenon and the exchange process is an important process of inquiry learning. but not to focus on the training course,UGG boots, such as teaching time allows to do simple exchange.
8, before the experimental report writing, may wish to organize group discussion, students expressed orally revised on the basis of the sentence, and then fill out pen to paper.
teaching postscript: students through hands-on, using different methods proved the presence of air and air to illustrate the importance of our survival sex.
wind
thirteenth class teaching arrangements: with 2 hours to complete. The first class to complete activities 1 and 2, the production of parts: the second activity 2 hours to complete the experiment, the analysis, not to discuss the use of human beings on the wind.
let us feel the force of the wind
one moving target:
1, feel the flow of air to form a wind .
2, feel the wind has the power.
Second, the active process: 1,Discount UGG boots, the activities conducted by groups of 4 pairs.
2, proposed the form of questions to guide students with a variety of different ways with the feelings of the air flow.
3, teachers should encourage students to think of ways to sense the air flow, not constrained only by teaching students the methods provided for activities. There are two ways people can feel the air flow: First, directly through the skin feel the air flow; second wind by observing the object is to perceive the flow of air.
to do a windmill model
one moving target
1, can be shown in the diagram to produce the normal operation of the windmill model.
2, in the production model of the process, can understand the division of labor and cooperation importance.
3, the model can prove that the wind had made the power.
4, can for example say the wind has the power, and human use of wind power can do things.
5, can persist a long time to observe and record the wind conditions.
Second, the active process:
1, guide the students to observe the windmill for water map, a preliminary understanding of people use The basic principle of wind and water, the basic structure of the windmill.
2, group activities to guide students to observe the windmill model diagram, the structure model and proposed the windmill to produce their own programs (drawing, determine the drilling location .) teachers should pay attention to the students ability to give full play to their imagination, independent producers. should encourage students to use a variety of methods designed windmill model.
3, each group of students organized division of labor and co-produced by windmills. In every within a group, first person to complete a part, and then photographs will be produced each of the components assembled into a windmill model, by commissioning the windmill rotation flexibility. In the end of the first class, each group should work together to complete the windmill's production, and initial commissioning of the windmill.
4, (second class) to guide students to use the previous model of a class experiment produced windmills, between the group competition to see who's the most objects brought windmill weight.
5, on the basis of race, lead the teams in this group and other groups of successful experiences and problems, and the organization of exchanges between groups.
6, on the people's use of wind, teachers can organize the students in the materials on the three photos, inspired, to talk about people they know about specific examples of the use of wind.
teaching postscript: The activities of students feel the air the flow of the formation of the wind, feel the wind has the power.
fourteenth class
a paper wing, moving target:
1, can put a different method controlled conditions experiment.
2, can use their own methods into quantitative
Second, active process:
1, according to size of each drawing to make a flying wing, Teachers point to be fine, do not spend too much time in the production.
2, well stay in the air wing of the experiment, record and calculate the average.
3, made of the air wing and then factor in the length of stay.
4, one by one according to their own transformation of the factors that made the flying wing and the experiment, record results and calculate the average.
5, experiments should be guided students to grasp:
(1) you can only change a condition of paper flying wing.
(2) each experiment, the initial drop height should be the same.
(3) of each experiment, even if the method should be the same. stopwatch timer can be, watch timer, you can also use pendulum hammer time, you can also use other time. experiment, the classroom can play a strong beat music, to help students accurate time.
(4) teachers not to over-emphasize time and time averaging the accuracy of the experimental process, it is important to student learning experience of a scientific method.
< br> Third, the moving target:
for students to learn again the level of this experiment can be evaluated from two aspects: 1, would make paper flying wing of the comparative experiments.
(1) know the comparative experiments, but how to control the conditions of comparative experiments is not clear.
(2) know how to control the experimental conditions compared
(3) more accurate experimental operation.
2, is aware of the speed of paper flying wing down the main factor.
(4) wing of the wing size
(5) the quality of the flying wing.
a parachute research, activities, goals:
1, can control the different experimental conditions, the experiment.
2, can objectively look at experimental phenomena.
3, to illustrate the whereabouts of objects down the size of the relationship between speed and quality.
Second, the active process:
1, make a parachute.
2, measuring the time spent parachute and then the air.
3, copy of paper flying wing research methods and processes. by teaching materials prompted, select a problem or confrontation of several issues. Students You can also raise new questions about the independent study.
4, studies teachers can organize an exchange of students.
teaching postscript: can the students learn through activities affect the pace of decline of paper flying wing the main factors and the size of the flying wing of the wing, flying wing and other factors related to quality.
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