Hunan Education Press, the first volume of the fifth grade science "Our Home-Earth", has 6 teaching plans.

# Lesson 1 # Introduction The Earth is one of the eight planets in the solar system, ranking third in the order from near to far from the sun. It is also a terrestrial planet with the diameter, mass and density in the solar system, which is 0.50 billion kilometers away from the sun/kloc-0. The earth rotates from west to east and revolves around the sun at the same time. The following content is ready for your reference!

Earth story

Teaching objectives

Scientific inquiry

1. Simple experiments can be used to verify previous guesses and draw conclusions.

2. Further study the methods of collecting and sorting out data.

Emotions, attitudes and values

Understand the long-term and arduous nature of scientific inquiry activities and gradually cultivate students' indomitable scientific spirit.

scientific knowledge

1. Know that the earth is a huge spherical star.

2. Understand the history of human understanding of the shape of the earth.

Teaching preparation

Basketball, plasticine, matches, courseware (materials related to the shape of the earth, "Shenzhou 5" and "Shenzhou VI").

Teaching emphasis: the importance of using imagination to establish hypotheses and explanations in experiential scientific inquiry.

Teaching difficulty: knowing that human exploration of the shape of the earth has gone through a long and tortuous process.

Teaching process:

first kind

First, the introduction of teaching

Question: We all have a common home-the earth. As a member of this big family, do you know what your "home" is like? how do you know

Dialogue: We can easily know the answer within 1 minute by surfing the Internet, reading books and asking questions, but do you know what a complicated and arduous inquiry process people have gone through behind this answer?

Second, explore the process of human understanding of the earth.

Activity 1 speculation and exploration of the shape of the earth

Dialogue: First of all, let's go into ancient times and understand what the earth looked like in people's initial imagination. (Courseware demonstration)

Question: The sentence "The sky is round and the earth is round" may seem ridiculous now, but let's think about the conditions at that time. Why do people form this understanding?

Student exchange evaluation.

Summary: At that time, limited by objective conditions, people could only judge by their own intuition and their own eyes. Although the conclusion is wrong, they made a guess after careful observation, not a fabrication.

Description: Slowly people have doubts about their own ideas (courseware display).

The Greeks put forward a hypothesis by observing the ships entering and leaving the port: the earth is not flat, but may be a big ball.

Activity 2 Observe the sailboats entering the harbor.

Dialogue: Next, let's do a simulation experiment to see if we can also observe what the ancient Greeks saw.

(Courseware shows experimental steps and precautions)

Students carry out experiments and communicate their findings.

Let's put the boat on the table again and observe it in the same way to see what's different from just now. What are the implications of these two experiments? Is the conjecture of the ancient Greeks true? Have you ever seen a similar phenomenon in your life?

Explanation: this is a major turning point in people's understanding of the shape of the earth. Then around 350 BC, when the ancient Greek philosopher Aristotle watched the solar eclipse, he found that the shadow of the earth on the moon was round, so he speculated that the earth was a sphere.

Class summary:

At this time, people have speculated that the earth is a sphere, but can we know things only by guessing and assuming? What methods do people use to test this conjecture next? We will continue to study next class.

Second lesson

Teaching process:

First, import:

Explanation: Last class, we learned people's guesses about the shape of the earth. Today, in this lesson, we will learn how people test this conjecture.

Activity 3: Verify that the earth is a sphere.

First of all, Magellan's voyage around the world

Commentary: First of all, let's meet a very brave navigator: Magellan (his portrait is in the courseware). Does anyone know the story about him?

Homework: Read 42 pages of relevant pictures and written materials in the book.

Students read and communicate.

Q: What assumptions did Magellan make before he sailed around the world?

What did Magellan pay for this voyage? Did you get anything? What is this?

How do you feel after reading this story?

Summary: Make a summary according to the students' answers, so that students can understand 1 and know how to use technology in the process of inquiry. When dealing with the doubts in your heart, you should make bold guesses and try to prove them. 3. Scientific inquiry is a long and complicated process, and we should also learn from Magellan's persistent spirit of suffering.

Second, look at the earth in space.

Explanation: With the development of science and technology, people can now observe the earth from space.

Courseware display (photos of the earth taken from space)

Q: Do you know how this photo of the earth was taken? When was the earliest photo taken of the earth? Which country? (After the students answer, the courseware reveals relevant information. )

Question: In recent years, our country has also made a major breakthrough in this respect, which has made the world sit up and take notice. Do you know that China was the first person to fly into the sky? Do you know the story about him?

The students answered.

The courseware shows Yang Liwei's pictures and related materials.

Commentary: Space is magical and wonderful, but it is cruel to astronauts, because there is neither oxygen nor water, and there is no gravity, which is a challenge to the survival limit of human beings. If you want to travel in space one day, you must take good exercise now.

Q: Through various practices, people find that the earth is a huge sphere. How big is it? Do you know how long it takes for planes and people to circle the earth?

Student answers

Courseware shows relevant materials.

Third, homework

Homework: Through the study of these two classes, we have learned about the hardships of human understanding of the earth, and we should keep these in mind, so I suggest that you use your spare time to collect information and make a scientific tabloid about the earth story.

The scenery is infinite.

Teaching objectives

Scientific inquiry

1. Understand all kinds of landforms, and be able to analyze the types of landforms in my hometown.

2. Be able to design and make simple terrain models.

Emotions, attitudes and values

1. can discover and describe the beauty of various landforms, and has a preliminary aesthetic ability.

2. By describing the landform characteristics of hometown, make the landform model of hometown, and inspire students to love hometown.

scientific knowledge

1. Know several typical landforms such as mountains, plains, oceans, deserts, hills and wetlands, and understand their different characteristics.

2. Understand the geomorphological features of hometown.

Teaching difficulties: familiar with the characteristics of various landforms.

Teaching preparation

There are courseware of various typical landforms, small wooden boards, drawing paper, plasticine, sand washing, colored paper, crayons, glue, pencils, scissors and so on.

Teaching process:

first kind

Teaching introduction:

Direct lead-in: Today, we are going to learn "Geomorphology with Infinite Scenery". What is geomorphology? It refers to the ups and downs of the earth's surface.

New teaching grant:

First, understand the common landforms.

Q: Tell me, what terrain do you know? (Students are free to answer)

Let's get to know some common landforms (the courseware shows mountains, plains, plateaus, basins, hills, wetlands, oceans, deserts and other landforms in turn).

Q: What are the obvious features of these landforms after careful comparison?

Students discuss and answer, and the courseware shows the text descriptions of various landforms in turn.

Second, the beautiful hometown

Explanation: It is precisely because of the different landforms that many beautiful scenery in nature are formed. Let's take our hometown as an example to further understand the geomorphological characteristics.

The courseware shows typical pictures that can represent the local landform.

Homework: The teacher feels the same as everyone else. Our hometown is really unique and beautiful. Next, please describe this "unique beauty" of your hometown in the form of painting or writing, and pay attention to summarizing the characteristics of the landform.

Students describe the local geomorphological features, and teachers patrol and guide them.

Students report and show homework, and teachers and students evaluate it together.

Question: Please judge what kind of landform our hometown mainly belongs to and give your reasons.

summary

Second lesson

Teaching introduction:

Talk: Last class, the students described the landform of my hometown accurately and vividly. After class, I made a landform model of our hometown according to the actual situation.

(Show the model made by the teacher)

Note: students don't have to envy, because you can design and make a landform model yourself in this class today. In order to make the model more beautiful, the students in the group first discuss what materials to make. How to divide the work and cooperate specifically? Please make a plan.

group discussion

Commentary: In order to make today's model, the teacher also prepared some materials for everyone, including mud, sand, leaves, water, chalk dust of various colors, plasticine and so on. Next, everyone will use the materials prepared by the teacher and your existing materials to make them.

Requirements: Do a good job of division of labor, all groups of material workers should take materials in a unified way, and return them as much as they use, and the health supervisor should always keep the surrounding sanitation. In addition, the model made by each group should not be too complicated, because each person only has 20 minutes to make it, and the orientation must be marked in the model.

The students carry out activities in groups. (Students can go to other groups to "learn from the scriptures" on the way)

Narrator: Just now, our group made a surface model according to our own description. How are they doing? Let's look at each other.

Students leave their seats to visit each group of works.

Students talk about their feelings about the visit.

Please introduce your experience to the group that did well.

The interior of the earth

Teaching objectives

Scientific inquiry

1. We can make our own guesses about the situation inside the earth according to the information transmitted by natural phenomena such as volcanoes and earthquakes.

You can use data to verify your guess about the interior of the earth.

3. You can make a model of the internal structure of the earth.

Emotions, attitudes and values

We can boldly imagine the exploration, development and utilization of the earth's interior.

scientific knowledge

1. You should know that the interior of the earth is a high-temperature and high-pressure moving environment, and there is hot magma inside the earth.

2. Know that the internal structure of the earth is composed of crust, mantle and core.

Teaching emphasis: understanding the internal structure of the earth.

Teaching difficulty: guess the internal structure of the earth according to natural phenomena.

Teaching preparation

There are video courseware of natural phenomena such as volcano, earthquake and geothermal, plasticine of different colors, knives and boiled eggs.

Teaching process:

First, the game import:

Talk: Before teaching, let's play a little game. I have a sealed film box in my hand. Can you find out what's in the box without opening the lid?

Student report method, the teacher carries out experiments according to the students' ideas, and then judges according to the information obtained: What may be in the box?

Second, understand the internal structure of the earth.

1, Teacher: Although we can't see what's in the box, we still have a way to get some features of it and make guesses and judgments based on these features. In fact, the earth is like an unopened film box, so what phenomena can we guess about the information inside the earth?

2. Teacher: Let's look at a group of pictures and videos about superficial phenomena first.

The courseware shows pictures and videos of volcanoes, earthquakes, geothermal and tsunamis for students to watch. )

Can you make a guess about the interior of the earth according to these phenomena? Talk about the basis of conjecture.

Let the students communicate fully and pay attention to let the students say some phenomena and judgments. )

4. Teacher: How do scientists collect and understand the information inside the earth? It can be tested by emitting seismic waves. Let's take a closer look and read the relevant content on page 49 of the book. Tell me about the structure of the earth. Where are these parts of the earth?

5. Teacher: What do you think of the schematic diagram of the earth's internal structure (courseware display)? I have a chopped boiled egg here. Compare this structural map of the earth's interior. It's really similar. Please draw an egg-cutting map in your notebook and mark the crust, mantle and core. Students look at the big screen to understand the internal structure of the earth, and then look at the cut eggs to draw. )

6. Talk: Scientists have also adopted many advanced technologies to explore the internal structure of the earth. Please read the "Telescope into the Earth" on page 49.

7. Tell me, do our conjectures have anything in common with the findings of scientists?

Third, make a model of the earth structure.

1, Teacher: Students now have a certain understanding of the internal structure of the earth. Next, we will make a model of the earth structure with plasticine.

2. Teacher: Let's talk about your production steps first. What method are you going to use to distinguish the three parts of the earth?

3. Students exchange their own production steps, and teachers should pay attention to timely summary.

The students began to make a model of the earth.

5. After making, let the students show their own model of the earth structure, and talk about how they made it, as well as some thoughts and feelings when making it.

Fourth, the summary of the classroom teacher.

Teacher: The internal structure of the earth is still a mystery, and scientists are just a prediction. Do you have any better ways to explore and develop the interior of the earth? Expand your imagination and draw the design in your notebook.

earth

Teaching objectives

Scientific inquiry

1. The ratio of ocean and land to the earth's surface can be studied in many ways.

With the help of the main signs on the globe, we can accurately determine the position and draw Magellan's route.

Emotions, attitudes and values

1. Experience the convenience brought by the model during the use of the globe.

2. Willing to cooperate with other students to find Magellan's route around the world.

scientific knowledge

1. Know that the globe is a model of the earth's surface.

We can accurately find the seven continents and four oceans on the earth and know that the earth is made up of a small part of land and most of water.

3. Know the main signs on the earth: longitude, latitude, direction, equator, etc. Know the division between the eastern and western hemispheres and the northern and southern hemispheres.

Teaching emphasis: Understand the land and sea distribution on the earth and the main signs of the globe.

Teaching difficulty: be able to design experiments to study the proportion of land and sea distribution.

Locate something according to latitude and longitude.

Teaching preparation

Globe, cardboard, balance, scissors, pencil, ruler, plasticine, matchstick, etc.

Teaching process:

first kind

Teaching introduction:

Explanation: Because the earth is too big, people generally can't observe its whole picture. In order to facilitate the study and research of earth knowledge, people imitate the shape of the earth, reduce it to a certain proportion, and make a model of the earth-a globe (display globe). Modeling is also an important method in our scientific research.

New teaching grant:

Activity 1 Blue Planet

1, simulation

Description: Please turn the globe slowly and pay attention to its color. What did you find? What is the color of this area?

Students observe and communicate their findings.

Q: Different colors are used to distinguish different landforms on the earth. What is the area occupied by blue? What does this mean?

Summary: The earth consists of most oceans and a small part of land.

Encourage students to give the earth another name according to this feature.

Step 2 draw

Explanation: Due to the staggered distribution of land and sea, the earth is divided into seven continents and four oceans. Do you know which seven continents and which four oceans?

According to the students' answers, the teacher makes a supplementary summary.

Task: Do you know where they are on earth? Please refer to the globe and fill in the names of the four oceans and seven continents in the picture on page 52 of the book, and try to remember them. (Remind students to write small)

Students fill in the map.

The courseware shows the distribution map of seven continents and four oceans, with no words to help students remember the specific location.

Step 3 estimate

Guide the students to ask questions: We already know that the main landform of the earth is the ocean, but how much more land does it occupy on the surface of the earth? Can you try to make a scientific estimate?

Students think and communicate.

Under the guidance of the teacher, screen the students' plans (if the students can't think of a reasonable method, guide them to do it according to the method in the book).

Students evaluate and record

Report the estimated results.

Summary: After accurate measurement and calculation, scientists found that the earth's surface area is about 5 1 100 million square kilometers, of which land accounts for 29% and ocean accounts for 7 1%. Which group has the closest data? Learn from them after class.

Second lesson

Introduction: Let's continue to learn the globe in this class.

Second, new funding.

I activity 2 how to determine the location of a place

1, earth axis

Observation: Let the students turn the globe in groups.

Demonstrate basketball spinning on the ground.

Tell me about them. Do they rotate in the same way? What is the difference?

Summary: The globe rotates around the central axis and always tilts during the rotation. This axis is called the earth axis. Of course, there is no real axis on the earth, but scientists have invented it according to the characteristics of the earth's rotation.

Several students were invited to the stage to demonstrate the rotation of the earth (from west to east).

2. Warp and weft

Explanation: Let's look at the globe again. Are there many coils? This is the so-called latitude and longitude network. What is this for? Just like watching a movie on TV. You can find a seat by knowing the row number and seat number. The latitude and longitude net can determine the exact location of a place. The courseware shows the concept of latitude and what is the equator (let the students find it themselves)

Note: In order to distinguish each weft, people have marked the weft in different degrees. This is latitude.

Find out: where is 30 degrees north latitude?

The courseware shows the concepts of meridian and north and south poles.

Explanation: In order to distinguish each meridian, people give it different degrees. This is longitude.

Make it clear: where is the east longitude 125 degrees?

Look for it: Beijing (east longitude 1 16 degrees, north latitude 40 degrees) and London (0 degrees, north latitude 5 1 degree).

Explanation: The northern hemisphere is north of the equator and the southern hemisphere is south.

The eastern and western hemispheres are divided by longitude coils of 20 degrees west longitude and 0/60 degrees east longitude. (and tell me why)

Find out which hemisphere Asia and Oceania are in.

Summary: Although the earth is so big, it is still easy to find as long as the latitude and longitude of a place are determined. For example, if a shipwrecked ship reports its latitude and longitude, others can know its position in the vast sea and get rescue.

Activity 3 Magellan's route

Commentary: Next, we will also experience Magellan's "voyage around the world".

The courseware shows the specific route and rules of the game.

It is suggested that the members of the activity group should play different roles, such as "Captain" (Magellan), "First Mate", "Clerical" and "Sailor", and cooperate to accomplish different tasks in the activity.

The courseware shows the correct route of Magellan's voyage around the world.

Organize students to analyze the road map: which direction the fleet has been sailing and which direction it has returned to Spain.

map

Teaching objectives

Scientific inquiry

I can look at the map and get useful information from it.

Emotions, attitudes and values

1. Want to deepen our understanding of the motherland.

2. Know the importance of protecting home.

scientific knowledge

Understand the main signs and functions on the map.

Teaching preparation

Topographic map of China, chinese administrative division map.

Teaching emphasis: learn to read maps.

Teaching difficulty: You can get the information you want from the map.

Teaching process:

First, teaching lead-in:

Question: I want to visit a strange city by myself, but I am not familiar with the route. What would you do?

Introduce the topic according to the students' answers.

Talk: Tell me which maps you have used, and what are their functions?

Question: Do you know when the earliest map was drawn?

Students read 55 pages about the history of science and technology.

Second, the new teaching grants:

Commentary: Just now, the students also said that maps have many uses and are indispensable "little helpers" in our study and life. So we must learn to use it. Next, please carefully watch and compare these two maps (topographic map of China and administrative map of China), and you can communicate your findings with the members of this group to see who gets the most information.

Student report

Summary: If you want to use a map, you must first know the scale, direction and legend on the map.

I. Scale (blackboard writing)

The teacher said: a map, like a globe, represents a large field area, so the graphics must be reduced in a certain proportion. The ratio of the length of the line segment on the map to the actual distance is called the scale, which indicates the reduction degree of the map graphics.

Exercise:

What's the scale of these two maps? What do they mean?

The teacher gives the data and calculates the scale, the distance on the map and the actual distance.

Compare the two pictures in the book, ask questions freely in the group and calculate the actual distance between the two places.

In addition to the scale, you should learn to tell the direction by the map.

Second, the direction on the map (blackboard writing)

1. Eight directions on the ground plane (blackboard writing)

(First, the teacher draws eight ground plans without direction names on the blackboard. Please mark eight directions on the stage.

How to judge the direction of a map?

2. Judge the direction on the map (blackboard writing)

[teacher tells]

(1) Generally speaking, the direction of a map is usually determined according to the regulation of "map-oriented, north-south, left-right, east-west".

(2) There is a map pointing to the target, which should be judged according to the direction specified by the pointing target, generally referring to the north.

(3) Maps with graticules can also be oriented according to graticules. Name the students and tell which direction the longitude and latitude represent respectively.

[Exercise] Join in (students "ask me and answer me" to consolidate their grasp of the directions on the map. )

There are all kinds of symbols and words on the map. These are legends and notes.

Three. Legend and notes

Description: different legends are used to represent various geographical objects, and the teacher gives examples to illustrate.

Homework: Find the legend of chinese administrative division and record it in the table on page 58 of the book.

Encourage students to learn more legends after class.

Conclusion: If we can accurately identify the direction, measure the distance and know the legend on the map, then we will learn to use the map.

Fourth, protect our homeland.

Question: What information does this picture on page 58 bring us?

Student answers

Commentary: In fact, in order to change this bad situation, in recent years, China has adopted such methods as "returning farmland to forests" and "returning farmland to lakes", but everyone is responsible for protecting the environment. What do you think we should do?

Student answers

Teacher's summary: I hope that the students will be consistent in their words and deeds and make contributions to protecting their homes.

Drifting the mainland

Teaching objectives:

Scientific inquiry:

Can guess the phenomenon that the relative coastline can be spliced on the map, and can try to verify it.

Emotional attitudes and values:

Understanding scientific research requires careful observation, bold questioning, hypothesis and verification, as well as perseverance and the spirit of daring to explore.

Scientific knowledge:

Understand the theory of continental drift and understand that everything is constantly moving and changing.

Teaching Emphasis: Understanding the Continental Drift Hypothesis

Teaching difficulties: activate students' thinking and cultivate students' critical and questioning thinking quality.

Teaching preparation: world map and black-and-white copy, scissors, multimedia courseware, etc.

Teaching process:

First, teaching lead-in:

Question: Students, we have studied the land and sea distribution of the earth. Today, I want to ask a question: Has the distribution of land and sea on the earth always been like this?

Explanation: In 19 10, Wei Gena, a German meteorologist who was ill in bed, looked at a map of the world on the wall and suddenly found that the east coast of South America corresponded to the west coast of Africa and could be simply put together. He suddenly thought of a bold guess ...

Question: Let's look at the east coast of South America and the west coast of Africa. Do you know what Wigra guessed?

The students answered.

Second, the new teaching grants:

Activity 1, guessing

Question: Can the east coast of South America and the west coast of Africa really be put together as we think? What method should we use to test it?

Student answers

Commentary: The students spoke very well. We can cut South America and Africa off the map and try to piece them together.

In order not to waste, I have prepared a map for everyone.

Students cut and paste puzzles.

Communication discovery.

Explanation: Can continents be connected like the east coast of South America and the west coast of Africa? (Students observe for a moment)

Teacher's demonstration: piece together the pre-cut continents.

Q: What did you find? what do you think?

Activity 2, Wei Gena's guess

Commentary: In fact, Wei Gena and his classmates have the same idea. When he found that the east coast of South America and the west coast of Africa could be well spliced together, he put forward a bold guess: many years ago, these two continents were connected. His statement caused a sensation at that time, and everyone denied it and even laughed at him: how could such a powerful continent drift?

In the midst of opposition, Wei Gena still insisted on his point of view, regardless of the danger of field trip, collecting information to find strong evidence for his statement. For example, he found fossils of animals with the same bone structure that can be seen in South America and Africa. These animals could not swim across the ocean. Two years later, he formally put forward the theory of continental drift. He believes that 300 million years ago, the continents on the earth were interconnected. Later, the primitive continent split into several continents and drifted slowly, gradually forming today's land and sea distribution. (Play multimedia animation to demonstrate the process of continental drift)

Unfortunately, before explaining the reasons for the mainland drift, Wei Gena died during a field trip due to bad weather and lack of food.

Q: What did Wei Gena's discovery and verification of the theory of continental drift inspire you?

After-class expansion: collect data to explain the reasons for continental drift.

Imagine100000 years later, will Chinese mainland still be where it is now? What do you think of this scene?