Interdisciplinary theme activity design plan

Interdisciplinary theme activity design plan (5 articles in common)

In order to ensure that the activities are carried out in an orderly and effective manner, you are usually required to formulate an activity plan in advance. The activity plan is a comprehensive consideration of the activities related to the activity. A written plan developed after factors. So what kind of activity plan is good? Below are the design plans for interdisciplinary theme activities that I have collected for you (5 general articles). They are for reference only. I hope they can help you.

Interdisciplinary theme activity design plan 1

1. Theme:

Song "Spring Dawn"

2. Learning objectives:

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1. Chinese Language: Appreciate ancient poetry and feel the charm and artistic conception of ancient poetry. Able to recite ancient poems with appropriate voice.

2. Music subject: Use Colvin sign language to learn the rhythm and melody of songs, and experience the fun of two-part chorus.

3. Art subject: Use network information technology to find the spring scenery that suits your heart and draw it.

3. Learning objects:

xx-level art major students

4. Activity process

Students, when it comes to spring, what can you think of? Various scenery and poems. When it comes to poetry, we must all think of the poem "Spring Dawn", right?

1. Appreciation of ancient poems: "Spring Dawn" is a well-known ancient Chinese poem written by Meng Haoran, a poet from the Tang Dynasty in my country. This poem was written by the poet when he was living in seclusion, and the artistic conception is very beautiful. The poet seizes the moment when he wakes up in the spring morning to describe and associate, vividly expressing the poet's love and pity for spring.

Introduce the lyrics: I sleep in spring without realizing the dawn, and hear the singing of birds everywhere. The sound of wind and rain comes at night, how much does Hua know? Insert pictures and audio to create a real spring situation for students and stimulate their interest in learning.

Students use the form of ancient poetry recitation in traditional Chinese classes to recite ancient poems and initially feel the emotions of ancient poems.

Group discussion: In a group of four people, discuss what rhythm and sound can be used to express the poet's love and pity for spring?

Make a map: Ask students to use network information technology to find pictures that match the spring in their hearts, and display the results of the discussion in the form of pictures.

Rhythm processing: spring sleep/unconsciousness/dawn, everywhere/smell/singing birds. The sound of wind and rain comes at night, and I know how many flowers there are.

Voice treatment: The first two sentences should be recited in a soft and soothing tone to express the joyful scene of spring; the last two sentences can emphasize the word "Luo" to express regret for the falling flowers.

Expression recitation: Combined with self-made charts, recite lyrics rhythmically and emotionally.

2. Perceive the melody: Students open their hands and swing left and right according to the four-beat rhythm. After two eight-beats, the main melody of the song "Spring Dawn" is played to accompany them.

3. Hum the melody: The teacher uses the method of playing and singing sentence by sentence to guide the students to hum sentence by sentence, keeping the posture in front.

4. Supplemented by gestures: Use Colvin's pitch sign language and hum verse by verse.

5. Learn to sing songs: learn to sing the first two lines with moderate intensity, speed, coherent and soft breath flow, and use moderate intensity, faster speed, elastic and shorter sound Sing the last two lines. Pay attention to the singing of grace notes and rests.

6. Expansion exercises: Under the guidance of the teacher, perform two-part Canon-style rotation singing.

5. Learning resources:

Mobile phone, computer, Honghe whiteboard

6. Technical tools and application strategies:

Use the Internet to search and display and communicate by making maps and other methods.

7. Learning evaluation:

This activity is a "localized" Orff music teaching practice, aiming to experience the combination of ancient Chinese poetry with modern music and art, and to be able to recite ancient poetry and sing with an appropriate voice song. During the process of exploration and learning, the students actively participated, gave full play to their teamwork skills, shared their exploration results in an organized manner, and achieved the predetermined learning goals.

Interdisciplinary theme activity design plan 2

1. Activity goals:

In order to enrich the activity forms of our school’s mathematics classes, practice and experience the functions of mathematics, and cultivate students’ hands-on and brain-using abilities , stimulate enthusiasm for learning mathematics, interest in participating in mathematics research activities, enrich students' extracurricular life, and cultivate students' mathematical literacy. This semester's mathematics subject activity - interesting fractal diagrams - has been arranged.

2. Purpose of the activity:

To stimulate students’ desire to learn mathematics, provide opportunities for the development of students’ mathematical literacy, and allow students to learn mathematics, use mathematics, and love mathematics during the activities. In the process, fully express yourself.

3. Activity slogan:

Wonderful mathematics, endless fun.

IV. Activity requirements:

1. Adhere to the participation of all members and the integration of all aspects. Let students learn by doing, playing and having fun. Let students at different levels develop differently in the activities.

2. The school mathematics team uses their spare time to carry out mobilization and publicity. Each class will do a good job in publicity and mobilization, and use class meetings to mobilize. By searching for mathematicians and mathematical historical materials, parents can learn about this event and create a strong atmosphere for the event. It is necessary to: combine publicity with activities, combine the discovery of fractal graphics with the creation of fractal graphics, make full use of the Internet and students' free materials, discover the beauty of mathematics, and be able to create beauty.

3. Highlight the grade characteristics, be student-oriented according to the actual situation of students, closely combine the characteristics of our school’s mathematics education, pay attention to fully mobilize the enthusiasm of each student to participate and give full play to students’ creativity and expansion Students' thinking combines congruence and similarity to discover mathematical knowledge in fractal diagrams. .

5. Activity content:

Collection: Combined with the comprehensive practical activity class, students are arranged to be divided into groups to complete the collection and arrangement of interesting fractal diagrams, and compete in the groups to evaluate the results. Excellent group.

Creation:

Students researched and discovered the characteristics of fractal diagrams in groups. They will produce interesting fractal diagrams by themselves. Each group took out 3 beautiful pictures and participated in the whole class Selection.

Summary:

Learn to discover, discover the beauty in life, discover mathematics in life, learn to appreciate, appreciate the charm of art, and appreciate the art of mathematics in your heart. Interdisciplinary theme activity design plan 3

1. Guiding ideology

Focusing on cultivating students’ innovative spirit and social practice ability, enriching the summer life of primary school students, the emphasis is on the process, and the most important thing is participation. . Stimulate the enthusiasm of primary school students to love, learn science, talk about science, and use science, demonstrate primary school students' creative talents, promote their individuality, promote the development of science and technology education in primary and secondary schools, and comprehensively promote quality education.

2. Activity theme

Exploration and innovation

3. Activity content

1. Creative activities for primary school students

2. Computer production activities for primary school students

3. Popular science knowledge publicity, education and competition activities

4. Carry out reading activities (classics, popular science books, etc.)

IV , Implementation steps

(1) Publicity and mobilization stage

Each school should attach great importance to the primary school students' science and technology festival activities and carry out publicity and mobilization through various formations. Efforts should be made to create a strong atmosphere for science and technology education in primary schools, set off a climax of science and technology education activities in primary schools, and ensure that the activities are implemented in practice. Focusing on the theme of "exploration and innovation", teachers and students were mobilized to actively participate and solidly carry out scientific and technological innovation activities.

(2) Organization and implementation stage

Based on the extensive publicity and mobilization in the early stage, make full use of the summer vacation time, make good arrangements for activities, and actively organize and guide the majority of primary school students to carry out science and technology in a solid manner. Festival series of activities.

1. Popular science knowledge publicity, education and competition activities

It is necessary to promote science knowledge through blackboard newspapers, science and technology galleries, popular science knowledge lectures and recommend popular science books to students, and guide students to further Understand the history of the development of human social sciences and the relevant knowledge of scientists at home and abroad in ancient and modern times, understand the huge role of science and technology in promoting economic and social development, understand the relationship between scientific and technological progress and educational development, and stimulate students' enthusiasm for loving science, teaching science, learning science, and using science. , to cultivate students’ spirit of courage to explore and be innovative.

On the basis of extensive science knowledge publicity and education, various forms of science knowledge competitions should be organized. The content of the competition includes: the history of scientific development (ancient, modern, and modern technology), the knowledge of ancient and modern Chinese and foreign scientists, and the knowledge in textbooks of each grade. The Central School will organize a “Popular Science Knowledge Competition for Primary School Students”.

2. Creative activities for primary school students.

Mainly includes four categories:

(1) Inventions and creations: refers to novel, unique and practical scientific and technological achievements made by primary school students using relevant scientific theoretical knowledge, that is, ordinary people The so-called "small inventions", "small creations" and "small productions".

(2) Creative design category: refers to innovative designs completed by primary school students based on scientific principles and inventive and creative methods, despite being unable to create physical objects due to limitations in raw materials, processes, etc.

(3) Science fantasy painting category: refers to primary school students focusing on the huge changes that may occur in human production and life due to the development of science and technology in the new century, and through science fantasy, they draw beautiful pictures of future technology and life. Work requirements: Works can be expressed using oil painting, Chinese painting, watercolor painting, gouache painting, pencil painting, crayon painting, printmaking, paste painting and other painting techniques, styles and the use of different materials (excluding other non-painting arts and crafts); the specifications of the works must be 400mm×600mm, can be used in both horizontal and vertical directions; it is required to be framed or framed for on-site display.

(4) Scientific papers: refers to scientific achievement papers written by primary school students based on scientific and technological activities. Such as: experimental reports, inspection reports, observation (observation) reports, investigation reports, research reports, etc.

3. Computer production activities for primary school students

Mainly include five categories:

(1) Computer painting: using various painting software or graphics and image processing software Completed paintings include thematic single paintings or group paintings and comic strips expressing a unified theme, or computer-aided design art works produced for certain purposes and uses. Pure photography does not fall within the scope of this work.

(2) Computer animation: use various animation software to complete two-dimensional or three-dimensional computer animation works through character (original characters are encouraged) drawing, sound effects processing and animation production. The work can be an animated sketch that expresses a certain storyline, or it can be an animated program with complete meaning. The size of the work should not be larger than 20MB (uncompressed file). Realistic images based on digital video recording are not within the scope of this work.

(3) Electronic newspapers and periodicals: electronic newspapers or electronic publications created using various text, animation, graphics, and image processing software. The e-newsletter should have (real or virtual) registration, issue number, publishing unit or publisher, publication date, number of pages (at least 4 pages or more), introduction column and other elements that are included in newspaper publications. A hyperlink should be set up in the navigation column. Electronic publications should have the elements included in the publication such as cover, back cover, table of contents page, (real or virtual) title, issue number, sponsor, editor-in-chief and editorial board, publication date, etc. In addition to the front and back covers, there should be more than 4 text pages, and a hyperlink should be set on the contents page.

(4) Web page: a work compiled using language or web page production tools to illustrate a certain topic or convey a certain type of information. The size of the work should not be larger than 50MB (uncompressed file).

The production of the above types of works requires primary school students to independently create, design and realize the creation by themselves. The instructor can provide guidance, but cannot directly participate in the production.

4. Carry out reading activities

It is necessary to make full use of the summer vacation to organize and guide students to carry out campus reading activities with the main content of "reading famous books, praising famous poems, looking at business cards, and learning about celebrities" , to strengthen students' literary literacy and scientific attitude, develop students' image thinking and logical abilities, improve students' thinking methods, and at the same time broaden their horizons and master scientific knowledge during learning. Each school organizes itself and reports the organization situation to the central school in writing.

5. Several requirements

1. Adhere to popularization, pay attention to actual results, and carry out various scientific and technological activities in the school in a solid manner. All primary and secondary schools must adhere to the principle of combining popularization and improvement, combine it with the implementation of curriculum reform and comprehensive practical activities, and carry out extensive scientific and technological innovation activities for all primary and secondary students. The design of the Science and Technology Festival activity program should also highlight innovation.

The school must timely discover and provide focused guidance on novel and unique inventions, outstanding creative designs, and scientific papers with practical value to improve the quality of scientific and technological activities. It is necessary to take the Science and Technology Festival activities as an opportunity to establish a science and technology festival with its own characteristics, promote the long-term promotion of science knowledge, and form a strong atmosphere of learning and using science and technology. During the Science and Technology Festival, students can be organized and mobilized to select science and technology content, produce science and technology display boards, and hold a science and technology exhibition designed and produced by students on the basis of layered selection.

(1) The importance of science and technology activity plans

1. Science and technology activity plans are specific measures to implement quality education

Activity plans are the blueprint for science and technology activities. It is a specific measure to implement quality education.

The science and technology activity plan must reflect the training objectives of science and technology activities, the principles of science and technology activities, and the content arrangement of science and technology activities.

There are generally two types of science and technology activity plans:

① Overall science and technology activity plan: A primary school must have an overall science and technology activity plan, usually a general plan for one school year. There must be a detailed science and technology activity plan for a semester; a science and technology club must have a design idea for the overall science and technology activity plan, and each semester must have a specific plan for science and technology activities; a grade activity course must have an overall plan, and each semester must have Overall science and technology activity plan.

②A plan for a scientific and technological activity: Every scientific and technological activity must have a scientific and technological activity plan, and this plan must be very specific.

2. The science and technology activity plan is a combination of human science and technology activities and students’ psychological needs

We have previously demonstrated that primary school science and technology activities are part of human science and technology activities and are also part of primary school education. On the one hand, science and technology activities should cultivate primary school students' awareness of participation and spread contemporary science and technology information. How to combine contemporary advanced scientific ideas with the psychological needs of primary school students and stimulate primary school students to actively participate in science and technology activities is a major problem in formulating science and technology activity plans.

What are the contemporary high technologies? It is generally believed that the frontiers of contemporary science include: revealing the mysteries of matter, space exploration, earth science, the origin of life and intelligence, nonlinear science and complexity research. The main frontiers of contemporary technological development include: computer technology, communication technology, biotechnology and agricultural technology, new material technology, laser technology, aerospace and space technology, energy technology, transportation technology, environmental protection technology, ergonomic technology and new medical technology etc.

Science is about exploring the unknown. The frontier of science is the frontier where mankind explores the unknown. Do you want to let students know? The traditional view of education believes that inconclusive hypotheses cannot be used in textbooks. Many educators have questioned this. Science is the exploration of the unknown world by all mankind. Science is the process of mankind's exploration of the unknown. On the road of science, people must continue to advance. Why not inform students of the cutting-edge information of science in a timely manner; why not convey scientific conjectures and scientific fantasies to students. , scientific questions are told to students; when formulating scientific and technological activity plans, we must consciously incorporate scientific cutting-edge information and conduct it through interesting activities.

For example, if students are asked to look at a cardboard box with small holes, the students will say nothing and see nothing. The teacher guides the students to think about how to explore the truth of the "black box" without opening the box. Let students look up the scientific vocabulary "black box system". The word "black box" stimulates students' interest in the frontiers of science.

Should we tell the next generation about scientifically inconclusive phenomena like this? Of course, students must be told that the problem is how to design science and technology activity plans and how to inspire primary school students to explore. As for how to explore the mystery of flying saucers, a practical way is to first study whether saucer-shaped flying objects can fly. In scientific exploration, you first make a model. After half a year of research, the science and technology counselor used a simple method to draw pictures on card paper, and asked the first-year primary school students to cut and paste to make a model to see whether the flying saucer could fly.

Then let the students discuss what they should do if they encounter a flying saucer? What to do if the cosmonauts come? The difficulty in designing this science and technology activity is how to design a flying saucer model that first-year primary school students can make, and 90% of the students must be able to make it successfully. This requires designers of science and technology activities to have a deep understanding of saucer-shaped flying objects and primary school students.

3. Science and technology activity plans are the fruits of educators’ creative labor

First of all, we must participate in human science and technology activities, gain experience in science and technology activities, and collect a large amount of scientific and technological information to obtain Knowledge background material. This is the first step in designing a science and technology activity program. Educators must first receive education, and leaders of scientific and technological activities must personally participate in scientific and technological activities and become active participants in scientific and technological activities. Undoubtedly, participating in human scientific and technological activities is a creative activity.

Secondly, we must study in depth primary school students, our own students, their psychological conditions, their current knowledge levels and abilities, and their personality strengths? It is undoubtedly a kind of creative labor.

The embodiment of science and technology activity plans is the manifestation of the results of labor, including science and technology activity plans, science and technology activity teaching materials, science and technology activity equipment, science and technology activity computer software, science and technology activity venue design, etc.

(2) Design ideas for the overall science and technology activity plan

1. Establishment of the overall activity goals

The first step in designing the science and technology activity plan is to establish the science and technology activities The goals of scientific and technological activities must be consistent with the training goals of the overall scientific and technological activities, and must be specific and feasible.

The goal of overall science and technology activities is generally expressed in terms of the educational results of this activity-the gains of primary school students in this activity.

Example 1: The overall goal of scientific and technological activities of a primary school astronomy group: to stimulate the group members’ interest in astronomy, expand their knowledge, participate in astronomical exploration, and cultivate the spirit of exploration, observation, operation ability, thinking ability, and creativity .

Example 2 The overall scientific and technological activity goal of a rural primary school breeding group: combined with the actual situation of pig raising in the village, stimulate the interest of the group members in participating in the village's pig raising technology development activities, and require the group members to participate in the village's pig raising technology development activities There are inventions and creations in development activities.

2. Research on the overall knowledge background

To determine the overall plan for scientific and technological activities, it is necessary to study relevant knowledge background materials, for example, to prepare a design plan for computer science and technology activities , it is necessary to collect computer science and technology information, study the school's computer equipment, choose computer software, and understand the computer network situation?

　3. Survey of the overall situation of primary school students

To determine the scope of science and technology activities The overall plan requires an investigation of the overall situation of primary school students.

Example 1: A primary school conducted a survey on students’ scientific quality and found that their operational abilities were relatively poor. The school identified the focus of science and technology activities this school year as cultivating operational abilities and formulated a series of activities and measures. .

Example 2: A survey of the team members by the computer activity team of a science and technology activity station showed that most of the team members have mastered the basic operations of WPS, but are not very familiar with Word and have no understanding of the structure of the computer. After getting to know each other, they focused their activity plan on Word. Interdisciplinary theme activity design plan 4

Teaching objectives:

1. Let students experience the whole process of exploring the area formulas of rectangles and squares, and truly understand the area formulas of rectangles and squares.

2. Enable students to master the formulas for calculating the area of ??rectangles and squares, and be able to apply the formulas to solve some simple practical problems.

3. Cultivate students’ estimation ability so that students can correctly apply area units and estimate the areas of rectangles and squares.

Teaching focus:

1. The process of exploring the area formulas of rectangles and squares

2. Apply the area formulas of rectangles and squares to solve practical problems.

Preparation of teaching aids and learning aids:

The area is a small square of 1cm2, courseware, and cardboard pieces the same size as pictures ①②③

Teaching process:

1. Create scenarios and introduce new lessons

1. Provide courseware: Big Bear organizes a competition and asks rabbits, ponies, and lambs to answer the following questions. Can you do it?

(1) What is area? What are the commonly used area units?

(2) How to know the size of the graph? (See how many area units it contains.)

< p> 2. Point out the topic: Today we will learn the areas of rectangles and squares.

Blackboard writing topic: the areas of rectangles and squares.

2. Explore new harmony.

1. Show P48 (Figure ①, Figure ②, Figure ③ courseware) ① Let students estimate which rectangle has the larger area? ② To express the areas of these three figures, which area unit is more appropriate? ③How to express the accurate areas of these three rectangles?

2. Explore the area formula of rectangles.

(1) Grouping operation (one and two groups use small squares to place pictures ①, three and four groups place pictures ②, five and six groups place pictures ③, and place the number of small squares in each row Fill in the corresponding boxes with the row numbers) in the table below.

(2) Collective communication, let each group report the results of the placement.

(3) Draw conclusions.

What rules did you discover during the research process? (The total number of squares is equal to the product of the number of rows and the number of rows.)

How to calculate the area of ??a rectangle? (Write on the blackboard: Area of ??a rectangle = length × width) Why is the area of ??a rectangle equal to length × width? (Find the answer)

　(4) Application exercises

Find the area of ??the rectangle.

3. Summary:

(1) How to calculate the area of ??rectangles and squares?

(2) What should you pay attention to when calculating area? (Use of area units )

3. Thinking training and practical activities.

Questions P49, 1, 2, 3, and 4

4. Class summary.

1. Students talk about gains

2. Teacher emphasizes

In today’s lesson, we use the method of setting area units (squares) to get the rectangle The area is equal to the length × width, and based on the area formula of the rectangle, it is deduced that the area of ??the square is equal to the side length × the side length, and the obtained area formula can be used to solve many practical problems. I hope students will keep these two formulas in mind and solve more problems. Interdisciplinary theme activity design plan 5

1. Basic situation of the class

Class 601 of the Lishui Special Education Department for the Hearing and Impaired. There are 8 students in this class, including those in Group A. The 6 students have relatively good overall learning ability and actively participate in classroom teaching. The 2 students in Group B usually go to third grade for day study.

Teaching location is: Recording and broadcasting classroom on the fifth floor

Teaching resources: courseware, scientific equipment, physical props

Teaching staff: Zhu Junfei

II , Learning topics and content

Learning topics: Interdisciplinary integrated learning of mathematics and science

Subjects involved: The basic subject is mathematics, and other subjects are science.

Learning content and combination method: Volume and volume units in cuboids and cubes in the first unit of Volume 12 of the full-time deaf school experimental textbook, focusing on basic mathematical knowledge points, and leading students with the help of scientific equipment Conduct hands-on activities to help intuitively perceive abstract mathematical knowledge.

3. Teaching Objectives

Analysis of students’ starting point behavior: Students have mastered the relevant knowledge of volume, have good hands-on operation and understanding abilities, and can accurately accept the teacher’s task information.

Individualized learning objectives:

Group A:

1. Understand commonly used volume units: liters and milliliters, know that 1 liter = 1000 ml; understand measurement Tools Measuring cylinders and cups.

2. Through hands-on operations, observation and communication and other exploratory activities, establish the concept of volume and establish the representation of 1 ml and 1 liter.

3. Cultivate an attitude of actively and proactively participating in learning and inquiry activities, understand the connection between mathematics and life, experience the fun of learning mathematics in the process of exploration, and stimulate interest in learning.

Group B:

With the help of teachers and classmates, learn about liters and milliliters, initially grasp the rate of progression between volume units, and be able to try to read specific volumes.

Teaching focus:

Understand the concept of volume and establish the representation of 1 liter and 1 ml.

Teaching difficulties:

Establish the concepts of volume and volume units.

Learning environment support: Seewo whiteboard 5 scientific tools: measuring cylinder and measuring cup, syringe, spoon, water, physical teaching aids

4. Teaching activity process

1. Situation introduction

The courseware shows a bottle of medicine and its usage and dosage, and elicits the volume unit milliliter.

Provide the topic: volume and volume units.

2. Explore new knowledge

(1) Understand the concept of volume

1. Understand containers

Please show some pictures of items in the courseware. Students are divided into two categories according to whether they can hold things. Please come to the stage for a lifetime to operate. Teacher summary: An object that can hold other items is called a container.

2. The concept of volume

Courseware provides: The volume of objects that can be accommodated by boxes, oil drums, warehouses, etc. is usually called their volume.

3. Consolidate the concept of volume

Thinking: Do all objects have volume? Show some items and ask the student to classify which ones have capacity? According to student answers, the teacher emphasized: Only objects that are empty inside and can hold items have volume.

(2) Understand volume units

1. Introduce volume units

To measure volume, volume units are generally used. But when measuring the volume of liquids, such as water, oil, etc., the commonly used volume units are liters and milliliters. The letters represent L and ml. Lead students to read these two volume units.

2. Connect with reality and have an in-depth understanding of volume units

Ask the students to tell you which items in life are marked with liters and milliliters. The teacher will then show some physical objects marked with liters and milliliters. Please ask students to read the items in milliliter units.

3. Understand the measuring tools

Show the measuring cylinder and measuring cup, and introduce the name and the method of reading the scale through the courseware.

4. Observe the operation to establish the representation of 1ml and 1l.

The teacher first demonstrates how to draw 1ml through a syringe and put it into a spoon, then points to the amount of water and leads the students to read 1ml. Then the tablemates help each other to fill 1 ml of water and intuitively perceive 1 ml.

Activity: Each group uses a measuring cylinder to take 10 ml of water, and then pours it into a spoon for observation.

Show a measuring cup filled with 1000 ml of water and point out that 1000 ml = 1 liter.

5. Explore the relationship between liters and cubic decimeters, milliliters and cubic centimeters

Pour 1 liter of water into a container of 1 cubic decimeter, just full, you get Come to the conclusion that 1 liter = 1 cubic decimeter. The teacher then leads the students to calculate 1 ml = 1 cubic centimeter.

3. Solve the problem

Transition: Who knows how much water a person needs to drink every day to be healthy? The courseware provides tips on drinking water. Question: If the teacher’s cup is 500 ml, how many cups should I drink a day to be healthy?

Follow-up question: I drink 200ml each time. Can you use a disposable cup to take out 200ml? Please create a challenge and then focus on verification, and see who can get the closest to 200ml.

IV. Class Summary

What did you gain from studying this class?

5. Layered homework

1. One lesson, one practice, the first lesson (group AB)

2. Investigation homework: a large bucket of about 5 liters Calculating the unit price of mineral water and a bottle of 500 ml mineral water, a large bucket of mineral water is equivalent to several bottles of such small bottles of mineral water. How to buy it more cost-effectively? (Group A)

5. Description of teaching design features

The content of this teaching is volume and volume units. In the process of understanding volume and volume units, scientific utensils measuring cylinders and measuring cups are used. Lead students to conduct operational activities to intuitively feel the specific quantities of volume units, and help students establish abstract concepts in experiential activities.

At the same time, many real objects in life are selected to allow students to feel the connection between mathematics and life, and enhance Interest in learning mathematics. In the aspect of practical application, I designed a situation of how much water to drink every day and how much water to drink each time, so that students will not be monotonous in the process of applying mathematical knowledge, which increases the interest and makes the process of solving problems natural. By applying the mathematical knowledge you have learned, your memory will be deeper and your knowledge points will be grasped more firmly.