What is the content of the first volume of science in the third grade of primary school?

The first volume of science in the third grade of primary school

A * * * has seven class hours, namely:

Lesson 1 What did I see?

Lesson 2 Trees on Campus

Lesson 3 The Big Tree and the Big Grass

Lesson 4 Observing Aquatic Plants

Lesson 5 Leaves of Plants

Lesson 6 What's wrong with plants?

Lesson 7 Similarity of Plants

Every class has:

Teaching objectives, teaching emphases and difficulties, teaching preparation and teaching process.

* * * Five titles

Teaching objectives include:

"Scientific Concept" and "Process and Method"

Teaching focuses include what needs to be mastered.

Teaching difficulties are difficult to understand, and most of them do not need to be mastered.

Teaching preparation includes "teacher preparation" and "props preparation"

The teaching process is the detail of the whole operation.

Details are as follows:

Lesson 1 What did I see?

Teaching objectives

Scientific concept:

Trees are living plants, which grow in a certain environment and are living objects.

Process and method:

A preliminary understanding of real observation should be purposeful, and the formulation of observation methods and steps is conducive to observation.

Observe trees with various senses.

With the help of simple tools such as magnifying glass and tape measure, the tree is observed and measured.

Record the observation results in simple words.

Emotions, attitudes and values:

Knowing that the information obtained from pictures is limited, you will know more about things by observing them yourself.

Cultivate interest in observing trees and experience the vitality brought by life.

Cultivate the habit of cooperation with others in the process of observation.

Teaching focuses on understanding the purpose and method of observation and the importance of observation.

The teaching difficulty of observing trees should point to the core concept of life.

Teaching preparation

Grouping materials: some measuring tools for observation (such as tape measure and magnifying glass). ), observe the recording paper.

teaching process

I. Introduction

1. On campus, on the roadside and on the hillside, we can see plants everywhere. What are the plants that students are most familiar with on campus?

2. Let's observe and study from the familiar plants around us-big trees.

Second, look at the big tree in the photo.

1. Teacher's explanation: This is a picture of a buttonwood tree. Please look at this picture carefully. What characteristics can you find of this buttonwood? What can you find? )

2. Student Report: What do I see from the picture of this big tree? Listen carefully, speak out the new findings boldly, and distinguish what information is really obtained from the photos. )

Third, the tree in memory.

1. Teacher's guidance: The photos are very clear, but we don't find much from them. So are there any differences between the trees you have seen in your life and the trees in this photo?

2. Student Report: Recalling my big tree, what did I see?

3. Teachers' interests: Students' reports are really rich. Some people have seen it, some have never seen it, and some may have never seen a big tree. Isn't it? Want to take a closer look at the real tree?

4. Student communication: Why should we look at real trees? Take a look again and see if you can see more! Can there be a tree tumor? Are there any small animals? Anything else? )

5. Teacher's summary: When we look at the tree carefully with a purpose, our observation activities begin.

6. Students report in groups: If I come to a big tree now, what would I like to observe? How can we observe more content?

Fourth, observe the real trees.

1. communication: the teacher guides the children to communicate their personal plans for observing the trees in their minds. (Observation contents, observation methods, tools needed, etc. )

2. Activity: Now let's observe a real big tree together, and we will definitely find more. At the same time, record the observed information in short words. Under the condition of ensuring safety, the teacher took the students to carry out real field observation activities as planned. )

3. Evaluation: After returning to the classroom, each group appreciated each other's observation content and talked about how to recognize the observed tree as a living body from different records. At the same time, one student's record sheet is posted in the column of scientific activities for everyone to enjoy, and other students' record sheets are handed over to the teacher for reading and appreciation. (The posted record sheet should have typical characteristics. )

4. Summary: Observing a tree gives us so much information. Observing a tree lets us discover a vibrant life world. So, how about observing more trees? Please continue to observe different trees after class.

Blackboard design:

Postscript of teaching:

Lesson 2 Trees on Campus

Teaching objectives

Scientific concept:

The overall shape of a tree is generally composed of crown, stem and root, and the organs of a tree generally include six parts: root, stem, leaf, flower, fruit and seed.

Trees grow in a certain environment and have certain survival needs.

Process and method:

Observe a tree in various ways and describe a tree.

Describe the overall shape of the tree with a chart. Observe the trunk with rubbing bark.

Shortcomings of description in kind supplementary language.

Emotions, attitudes and values:

Can objectively record the observed phenomena, and can continue to pay attention to the changes of trees.

The focus of teaching can try to point to the characteristics of trees as living bodies through orderly observation, description and comparison.

The similarity of teaching difficulty contrast discussion tree.

Teaching preparation

Select some big trees on campus for each group to observe, and prepare for each group: an observation record paper, a crayon, a soft ruler and a magnifying glass.

teaching process

First, the method of observing trees.

1. General task: observe in groups, and each group tries to observe different trees; There should be a clear division of labor within the group, and everyone should have an observation task; Describe a tree and complete the observation notes.

2. subtask: where does the tree we want to observe grow on campus? How do we observe a tree in order? (from far to near, from whole to part)

3. Communication: What new observation methods can we use to observe new content? Draw a sketch, measure the thickness of the trunk, smell the leaves, look at the fruits, print the bark, pick up the specimens and compare ...

4. Contrast: Can we remember more clearly than the observation records in the book? (Write it down in simple words first, and organize it into observation notes after returning to the classroom. )

Second, observe and record a tree.

1. Observing the whole tree from a distance, how can I record it? (crown shape, tree height, etc. )

2. What new discoveries can be made by observing all parts of the tree closely and orderly?

Health: This tree is really big! Look at the leaves and fruits I found. This is the fruit of the tree. This is my bark rubbings.

(Method of rubbing the bark pattern: Press the white paper tightly on the trunk, press it repeatedly with your fingers, and then rub it flat on the paper with crayons, so that the protruding parts are colored. )

Let's record what we observed together. Write down the time, place and team members of the observation. It should be recorded in the order of observation. It is best to paste the collected samples.

Third, organize our observation records.

1. sorting: sorting into observation notes according to observation records.

2. Description: Describe a tree in groups: This is the observation record of our group. Can you guess which tree this is on campus?

3. Compare our observation records, think and communicate:

Which trees have we observed? What conditions do these trees need to grow?

What are the similarities and differences between different trees?

4. Summary: Through in-depth discussion, we found the similarities and differences between so many trees. Please choose a big tree you like and continue to observe after class. How will it change? Record all your unexpected discoveries and post your wonderful discoveries in the scientific research section. The content of the summary should be based on the students' actual observation, and to what extent the students can develop. The summary in the book is for reference only. )

The difference between trees:

Crown has a size.

The trunk is thick.

Some barks are smooth while others are rough.

Fruit is different.

The leaves are different

……

Blackboard design:

Similarities between trees:

They all grow in the soil.

Everyone needs sunshine and water.

There are trunks and bark.

There are leaves and fruits.

……

Postscript of teaching:

Lesson 3 The Big Tree and the Big Grass

Teaching objectives

Scientific concept:

Grass, like trees, has the same characteristics as life.

The main difference between trees and grass lies in the height of plants, the thickness and texture of stems.

Trees and grass grow in the soil, have green leaves, blossom and bear fruit, and need water, sunshine and air.

Process and method:

By drawing the main morphological features of grass with simple pictures, we can understand venn diagram's expression.

Emotions, attitudes and values:

I realized that grass, like a tree, is a living life, with the consciousness of caring for grass and not trampling on it.

The focus of teaching is to find the similarities between big trees and grass, and to understand the characteristics of terrestrial plant life.

Teaching difficulty: Understanding venn diagram's expression.

Teaching preparation

Grouping materials: several common grasses, preferably clover (Oxalis) and Setaria viridis; Cinnamomum camphora branches and their fruits and leaves.

teaching process

First of all, know the common grasses.

1. Teacher-student communication: There are not only tall trees, but also low grass on campus. Do we know anything about these grasses? Where do these grasses grow on campus?

2. Teacher's guidance: How to know the unknown grass? Provide methods and materials for understanding.

Second, observe and record the green bristlegrass.

1. Teacher's guidance: there are green bristlegrass in campus, fields, roadsides and orchards. Why is it called green grass? Yes, its fruit string is furry, much like a dog's tail. It is an annual weed, which is distributed everywhere.

2. Observation and recording requirements: Observe and record a green bristlegrass with the observation sequence, observation method and recording method learned before.

3. Group activity: Observe the green bristlegrass, and we draw it by sketch. The descriptions on the stage complement each other: this is the green bristlegrass we observed. (You can roughly draw the main features, roots, leaves and fruits of Setaria viridis. )

4. Group activities: Compare different grasses and find out their similarities and differences. (Enlighten and guide: compare plant organs, living environment, growth years, growth and change laws, etc. Different grasses are different in all aspects, but there are many similarities between them. Tell me what you think of grass. Yes, the grass is small, but they are also lovely. We should look after them.

Third, compare Cinnamomum camphora and Setaria viridis.

1. Lead the discussion: From what aspects can we compare the similarities and differences between Cinnamomum camphora and Setaria viridis?

2. Compare and complete the comparison table:

camphor tree

green bristlegrass

prevent

colour

Mild or severe

thickness

Quality of materials

leaf

colour

shape

Mild or severe

size

smell

fruit

colour

shape

size

Number; Amount; How much; number; amount; how many; how much

3. Similarities and differences between Cinnamomum camphora and Setaria viridis. Guide the students to understand that the stem like camphor tree is called woody stems, and the stem like green bristlegrass is called grass stem. Ask the students to use these words in the report without reciting the concepts. The following examples are equally applicable to woody plants and herbs. )

Fourth, sort out similarities and differences.

1. Comparison report content: Summarize the difference between big trees and small grass, and record it in the non-crossing position of the chart below.

2. Class discussion: What are the similarities between the big tree and the grass? Record them in the cross box of the circle below. (This is the focus of teaching)

Da Xiao Shu Cao

3. Summary: From the expression of venn diagram above, I know that the roots and leaves of trees and grasses are at the same point, and some will bloom, bear fruit and have seeds (the basic morphological structure is the same); They all grow in soil and need sunlight and water (the basic living environment and living needs are the same). I also know that trees and grass have different life spans. Trees are woody plants and grasses are herbaceous plants, and their specific structural characteristics are also different. Venn diagram's role is to sort out the results of students' observation and comparison, form clear concepts and show the relationship between these concepts. The purpose of comparative similarity is to let students know the characteristics of plant life preliminarily, so as to point to the core concepts in this unit. To sort out the concept connotation, we must proceed from the reality of students. )

Blackboard design:

Postscript of teaching:

Lesson 4 Observing Aquatic Plants

Teaching objectives

Scientific concept:

The swollen sponge in the petiole of water hyacinth is full of air, which is why it floats on the water.

Aquatic plants have roots, leaves and other organs, and their growth needs water, sunlight and air.

Process and method:

By drawing the main morphological features of aquatic plants with simple pictures, we can understand venn diagram's expression.

Ask questions in observation and explore the secret of water hyacinth floating on the water.

Emotions, attitudes and values:

Cultivate interest in studying aquatic plants and realize that aquatic plants are also living individuals.

The focus of teaching is to summarize the similarities and differences of aquatic terrestrial plants as life forms with Venn diagram.

Teaching difficulties: exploring the structural characteristics of aquatic plants adapting to aquatic environment.

Teaching preparation

Grouping materials: several common aquatic plants, the best of which are water hyacinth and Ceratophyllum, a sink and a recording paper.

teaching process

First, understand the common aquatic plants.

1. Many plants grow on land and many plants grow in water. Show items or pictures. These are two common aquatic plants, water hyacinth and Ceratophyllum. What aquatic plants were investigated after class? What aquatic plants have you seen? Learn more about Alternanthera philoxeroides, duckweed, lotus, water chestnut, calamus, water bamboo, etc. )

Second, observe water hyacinth and Ceratophyllum

1. Observation record: plastic bags are filled with water hyacinth and Ceratophyllum, which are distributed to each group. They are required to be put into a water tank (plasticine can be attached to the bottom to make Ceratophyllum sink to the bottom for observation and sketch record), and their appearance in the water is observed and sketched.

2. Thinking: Remove plasticine and compare the similarities between water hyacinth and Ceratophyllum in water. Yes, everyone can float on the water. What is the secret?

3. Question: If we try to cut open the petiole of water hyacinth, what will we find? This sponge-like airbag is light in structure, so it can float on the water (to adapt to the environment of aquatic plants). Do other aquatic plants have similar structures? Please continue to explore after class.

Third, compare water hyacinth and Ceratophyllum.

What are the similarities between water hyacinth and Ceratophyllum? (In addition to the morphological and structural features, they can be slightly expanded. For example, they all reproduce and die. ) They are aquatic plants. What conditions do they need for their growth?

Fourth, compare water hyacinth with green bristlegrass.

What are the similarities and differences between aquatic plants such as water hyacinth and terrestrial plants such as Setaria viridis?

Compare with the kindness map of terrestrial plants summarized by the students in the last class, and fill in venn diagram again to complete the combing of plant life characteristics. (all have roots and leaves, and they will breed offspring, and their life span is very short. They are all herbs, and they all need sunshine, water and air. )

water hyacinth

green bristlegrass

Blackboard design:

Postscript of teaching:

Lesson 5 Leaves of Plants

Teaching objectives

Scientific concept:

The leaves of a tree are various, and the leaves of the same tree have the same basic characteristics.

The leaves of plants are generally composed of leaves and petioles, and there are veins on the leaves.

Leaves are also alive. Leaves begin to grow from leaf buds, and finally age and die, completing a lifetime.

Process and method:

Count the number of leaves found and the number of leaves; According to certain judgment, it can be divided into the same kind of leaves and different kinds of leaves.

Emotions, attitudes and values:

Cultivate the interest in learning leaves, cultivate the attitude and consciousness of caring for the environment and living in harmony with nature.

Teaching focuses on observing the life phenomenon of leaves, and constructing leaves is also a scientific concept with life.

Whether the teaching difficulty is the judgment of similar leaves.

Teaching preparation

Students bring their own materials: pick up some fallen leaves.

Grouping materials: fresh leaves and fallen leaves of the same plant.

Teacher: A branch with leaves of different sizes.

teaching process

I. Counting the collected leaves

Before class, everyone collected all kinds of leaves from different places. Tell me how you collect leaves. Yes, trees are our friends. They are alive, so we can't pick leaves at will. Now put the leaves on the table and count them in groups: How many leaves have I picked up? How many kinds of leaves are there in this?

Second, observe and compare leaves.

1. Question: How many kinds of leaves are there in our group? Are these leaves the same kind?

2. Discussion: What did you observe before saying that they are the same kind of leaves? What did you observe that they are not the same kind of leaves? What are the main characteristics of the same leaf?

3. Contrast: By observing all the intact leaves at the same time, can we find that different kinds of leaves have the same structure? Yes, most leaves have petioles and leaf structures, and there are veins on the leaves.

Third, observe the life characteristics of leaves.

1. Observation: What are the similarities and differences between fresh leaves and fallen leaves? Thinking: What is the biggest difference between fresh leaves and fallen leaves on trees? Yes, fresh leaves are alive and fallen leaves are dead.

2. Description: Observing the leaves of a plant, can we see the growth and change process of the leaves? Can you find some leaves at different growth stages on this branch? (such as leaf buds, leaflets, tender leaves, mature leaves, old leaves, dead leaves, etc.). ) Can you infer the growth process of a leaf from the different growth stages of several leaves?

3. Summary: Leaves are alive, too. They grow from leaf buds to small tender leaves, and then slowly grow old. The leaves of many plants grow from spring to yellow and die in autumn, completing the life of leaves. Although some trees do not shed their leaves in autumn, their leaves also have a complete process of growth and aging.

Blackboard design:

Postscript of teaching:

Lesson 6 What's wrong with plants?

Teaching objectives

Scientific concept:

Plants are constantly changing, some changes are obvious, some changes are not obvious.

The changes of plants are manifested in various aspects, mainly in germination, growth, flowering and fruiting.

The change of plants is one of the characteristics of life.

Process and method:

The size of leaves can be compared by measurement, and the changes of plants can be recorded by data.

Emotions, attitudes and values:

Be able to pay attention to the changes of surrounding plants and insist on recording the changes of a plant.

Teaching focuses on observing and recording the changes of plants.

Difficulties in teaching insist on recording and completing the change record of a plant.

Teaching preparation

Grouping materials: a ruler, four blades of different sizes and a record sheet.

The teacher prepared: trees with changing seasons, chrysanthemums with buds, and some pictures of Setaria viridis.

teaching process

First, how to observe the changes of plants

We know that in spring, many plants quickly enter the growth period, germinate, grow, blossom and bear fruit. In autumn, it has been several weeks since school started. What happened to the plants on campus? You can combine the homework in the second lesson with the students' wonderful discoveries to stimulate students' desire to explore. )

Discussion: What changes can we observe in plants? How do we observe?

First, we need to measure whether the trunk has become thicker. We have to measure the same height of the trunk three times in a row and get a close value (the third grade children have not been exposed to the mathematical solution of the average value); After one stage, the same measured values are recorded. Can you see the change in the trunk?

Count how many fallen leaves there are every day. How do the buds of chrysanthemum grow?

Will Setaria die? How does the fruit of camphor tree change?

Second, observe the growth and changes of leaves.

You can measure the length or width of the largest leaf, the smallest leaf and the middle leaf on a branch and make records to see what changes they have after a stage. You can also observe other changes in leaves.

What do we know from the fact that the leaves of a tree are different in size and hardness?

What do we know from the color change of leaves?

Third, observe and record the stems and leaves of plants on the spot.

1. Activity: According to the results of the discussion, we will go to the campus in groups as planned to observe and record first-hand information. (Activity time is about 15 minutes)

2. Communication: report our observation data and think about what these data can explain.

What do you mean by the number of fallen leaves? There are leaves of different sizes on a branch. What does this mean? What does it mean if the measured data changes greatly in the future? If the change is not big, how can we understand it?

Fourth, record the changes of a plant.

We can also observe what has happened to plants in the fields, roadside and at home at the same time.

Just keep observing the trees or grasses you choose, and observe their changes in autumn and winter, once a month, and record the observation results in the table. Can you do it?

My _ _ _ _ _ _ _ Change Record Form

tree trunk

Crown of a tree

leaf

other

thickness

bark

Number of fallen leaves

colour

size

Month and day

Month and day

Month and day

Month and day

Month and day

If I persist in this way, I can also know the changes of big trees throughout the year.

Blackboard design:

Postscript of teaching:

Lesson 7 Similarity of Plants

Teaching objectives

Scientific concept:

Plants can be divided into terrestrial plants and aquatic plants according to different living environments.

Plants need water, sunlight, air and nutrition to survive.

A plant has a life cycle, and each plant has a certain life span.

The same characteristics of plants are: growing in a certain environment, they all need water, sunlight, air and nutrition, they all grow and reproduce, and they all have life processes from birth to death.

Process and method:

Get the understanding of the same characteristics of * * * by comparison.

Emotions, attitudes and values:

Through the understanding of plant life, we can understand the value of life and the natural law of life and death.

The focus of teaching is to understand some common characteristics of plants.

Difficulties in teaching summarize some characteristics of plants through reading materials.

Teaching preparation

Teacher: pictures of aquatic plants and terrestrial plants, pictures of plants all their lives;

Student: A comparative record of aquatic plants and terrestrial plants.

teaching process

First, compare terrestrial plants with aquatic plants.

1, Memories: There are many plants growing around us, and we got to know big trees, green bristlegrass, water hyacinth and Ceratophyllum. What other terrestrial plants and aquatic plants do we know? Record it in the record table below.

Terrestrial plants and aquatic plants

2. Thinking: What do plants need for normal growth? Please communicate. Please read P2 1 Plants Need Sunlight.

Terrestrial plants need _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

The growth of aquatic plants needs _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

Can you use Venn's map to record the similarities and differences they need for survival?

Second, understand the life of plants.

Thinking: What changes have plants experienced in their lifetime?

Please look at the picture: the life of sunflower. Can you find several typical growth stages of sunflower life?

Seed, germination, seedling, flowering and fruiting are the typical growth stages of sunflower life.

Look at the picture: Can you find the similarities and differences between big trees and sunflowers? By the way, the main difference is the length of life. Please look at the database: "The life span of plants is long and short". what do you think? Yes, whether it is a century-old tree or an annual herb, it will die. This is a natural law and a characteristic of life.

Communication: What have we learned from the life of these plants?

3. What are the characteristics of plants?

Thinking: What are the similarities and differences between plants after our observation and research? How do we know?

Finishing: Look through the venn diagram records of the previous lessons, compare each * * *, and then sort them out and record them on paper.

Similarity of plants

Communication: We believe that plants need water, sunlight, air and so on to grow in a certain environment. Everyone grows and develops, and everyone reproduces, and there is a life process from birth to death; All have the same basic structural characteristics: roots, leaves, flowers, fruits and seeds.

Summary: As a living body, plants have many important characteristics, such as the same growth requirements, the characteristics of growth, reproduction, aging and death, and the structural characteristics of adapting to the environment (water hyacinth). This kind of induction and summary must be based on the development of students. Students can sum up a few things, don't force them, and don't memorize them! )

Blackboard design:

Postscript of teaching: