Excellent teaching plan and teaching reflection of the first volume of science "How Sound is Produced" in the fourth grade of People's Education Press.

The content of the second lesson of the unit "Sound" in Grade Four (I) How Sound is Produced. It belongs to the target series of "scientific inquiry". Through experiments and observation, it is known that sound is produced by object vibration, and students' experimental observation ability, analytical generalization ability and innovation ability are cultivated. This lesson plays a connecting role in this unit. It is based on the previous section "Listen to the sound" to study and explore "How does the sound come into being?" Make full knowledge preparation for the inquiry activities in the following classes, such as "How does sound spread" and "Controlling objects to make sounds". Compared with the old textbooks, this course can take inquiry as the core, provide students with a lot of inquiry opportunities, try to use scientific inquiry methods, let students fully experience the inquiry process, and gradually form the habit and ability to see, think and solve problems scientifically, thus cultivating students' scientific literacy and catering to the basic concept of the new curriculum reform.

Analysis of academic situation

Before studying this course, as fourth-grade students, they all have a certain understanding of sound, have different life experiences, and have the most intuitive feelings about sound. Some students have also obtained some knowledge about sound through different information channels, especially some students who study vocal music or musical instruments, and their understanding of sound is more professional. However, familiar phenomena do not necessarily attract students' attention, and students will not spend a lot of time exploring more mysteries of sound, which is exactly what is valuable in our teaching. We can make a fuss about the word "familiarity". Before class, the teacher can collect the recording materials of the sound, so that students can play the game of "listening to the sound and guessing the object" during the lesson. In line with the age characteristics of students, let students feel that they live in an environment full of sound, and stimulate students' interest in knowing more about sound.

Teaching objectives

Knowledge and skills

Guide students to observe and compare the states of vocal objects and non-vocal objects, and actively think about this phenomenon to explore the causes of sound.

process and methods

1. By creating situational questioning-conjecture hypothesis-observation experiment-cooperation and communication, students can experience all the links in the process of scientific inquiry, and cultivate their thinking methods such as observing phenomena-asking questions-speculating results-experimental verification-drawing conclusions.

2. In the process of hands-on experiments, we explore by using methods such as watching, modeling, drawing and speaking.

Emotion, attitude and values

Learn to communicate and listen to others, and experience the fun of exploring voices.

Teaching emphases and difficulties

Through observation, experiment, comparison, discussion, communication and other activities, we know that "sound is produced by the vibration of objects".

Teaching process

(1) Introducing new lessons

1. Creating situations and asking questions

Talk: There are many wonderful sounds in nature, you can listen to them ...

(Playing multimedia courseware) There are many, many sounds like this in our lives. So, do you know how sound is produced? Today we will study this problem in this class. (blackboard writing topic: how sound is produced) students think at the same time and guess how sound is produced.

2. Guess the cause of the sound and make assumptions

(1) Ask: Who will boldly guess how the sound is produced? Why do you think so?

(blackboard writing: friction, impact, plucking, knocking, musical instrument sounding, language speaking ...)

(2) Conversation: All the above are students' opinions, which is a guess. You know, many great discoveries in the world are based on speculation. If we want to know whether the sound is caused by friction, impact, plucking, knocking, musical instrument sounding, language speaking and other reasons, we must know through our observation and experiment today.

(2) Inquiry activities

1. Introduce experimental materials

(1) Talk: Please look at your experimental desk. The teacher has prepared some experimental items for you. Take a closer look at what we have. Can you find a way to make them make a sound?

(2) Students introduce the drums, rulers and rubber bands of the experimental materials, and demonstrate how to make them sound.

random guidance from teachers.

(3) Introduce and demonstrate the experimental instrument: tuning fork, which is a U-shaped experimental instrument made of steel, and it will make sound when tapped with a rubber mallet. Note: When using a tuning fork, hold the handle of the tuning fork with your hand and tap the upper end of the tuning fork with a mallet.

2. Explain the research method and show the experimental record

(1) Talk and ask questions: If we want to know what these objects can make sounds, we should observe and study the similarities and differences of these objects when they make sounds. So, what research methods do you know? (writing on the blackboard: methods)

(Students answer: smell, see, touch, listen, say, taste and draw ...)

Students love to use their brains and put forward so many good research methods, so please look at the screen. What research methods are we going to use today?

(2) (Courseware typing) Experimental Record Form

(3) Introduction and demonstration of the use of tuning fork

Research in four aspects: seeing, touching, drawing and speaking

① Let's invite students and teachers to do experiments on tuning fork (writing on the blackboard: tuning fork), and first enter the first link: "seeing". (writing on the blackboard: look)

Let's tap the tuning fork with a rubber mallet to make it sound, and then bring the tuning fork quickly and gently close to the water, or close to the stationary table tennis ball, and see what happens carefully. (Students answer that the teacher writes on the blackboard at the same time: splash, ripple, blisters, table tennis bouncing off ...) < P > ② The second research method is "touch". (writing on the blackboard: touching) How do you feel when we let the tuning fork make a sound and touch it with our hands or gently stick it to our face? (Students answer, the teacher writes on the blackboard at the same time: numbness, itching ...) < P > ③ Next, "painting" (writing on the blackboard: painting), what to draw? Just draw what you see and touch with your favorite symbols. (Students draw a picture on the blackboard)

④ Finally, talk about the state of the tuning fork when it is silent and when it is silent. (Students answer, the teacher writes on the blackboard at the same time: the tuning fork is calm, static and motionless when it doesn't make sound ... the state of the tuning fork when it makes sound is vibrating, dynamic and vibrating ...) < P > (4) Summary: What research methods did we use to do the experiment on the tuning fork just now? (Students answer: Look, touch, draw and say) Next, we will use these research methods to study the state of the team drum, ruler and rubber band when they are silent and when they are silent.

3. Students experiment in groups

(1) Put forward experimental requirements (courseware typing)

Name students to read experimental requirements

(2) Students operate experiments, teachers patrol and guide

(3) Report experimental findings in groups.

① Show the experimental record sheet to the whole class with the physical projector

② Focus on the state of the experimental objects when they make a sound and when they don't make a sound

(4) Draw a conclusion and summarize the method

① Students draw the conclusion that all objects are in a static state when they make a sound, but in a state of vibration (or trembling, swinging, shaking ...) when they make a sound. Therefore, the sound is produced by the vibration of the object (or trembling, swinging, shaking, shaking ...). (Courseware typing)

Teacher's timely guidance: Through experimental research, students found that when an object makes a sound, it is in a state of trembling, swinging and shaking ... You observed it carefully and said it correctly, so can we use a more scientific and accurate word to replace these words? That is-vibration.

② summary method: just now, students discovered through experiments that an object is in a static state when it doesn't make a sound, but in a vibrating state when it makes a sound. The reason why we found this is that we used scientific research methods of seeing, touching, drawing and speaking.

(3) consolidate and improve, expand and extend

1. How to make the gong that is making sound stop immediately? Students demonstrate and explain the reasons.

2. Find the vocal parts of the human body

(1) Speak collectively: I love science. Touch which part of your body is vibrating while talking.

(2) Conversation: Yes, there is a vocal organ vocal band at our throat. When the vocal cords vibrate, we can make sounds. Therefore, students should pay attention to protecting their vocal cords instead of shouting in their normal study and life.

3. Game: "Touchable sound". (Designate a student to touch the silent mobile phone first, and tell me what the state is. Then cover the students' ears with headphones, cover their eyes with cloth, and play the ringtone of the mobile phone, so that students can touch it and talk about the feeling after touching it. )

4. Demonstrate the "visible sound". Play a tape recorder, stick a broken lens to the sun in time, feel the jump of the light spot, and talk about the phenomenon after observation. And give the game a proper name)

blackboard design

sound generation

sound is generated by the vibration of objects.