Primary school common sense experiment

Lesson 19 observation of a glass of water.

Teaching objectives 1. I will use my senses (eyes, nose, tongue, hands and ears) and simple equipment to observe what water is like. 2. Understand what water is like and what its characteristics are through observation and comparison. 3, know the common liquid in life, and can judge what kind of liquid is. 4. In observation and research activities, cultivate students' study habits of paying attention to observation, daring to put forward different opinions, being willing to cooperate and communicate, and being willing to explore and discover the mysteries of things around them.

Emphasis and difficulty Teaching emphasis: Understand what water is like and what its characteristics are, and cultivate students' observation ability, comparative ability and comprehensive analysis ability in the process of understanding. Teaching difficulties: help students understand that water is flowing and has no fixed shape, and further understand what kind of liquid water is. The guidance of learning methods enables students to know and understand the grasslands and pastures in China through pictures and maps. Teaching AIDS Prepare a cup of cola, vinegar, sugar water, milk, soy sauce, sprite, wine and oil.

Feeling after teaching

On classroom teaching time

First, organize teaching. Second, the introduction of the event. Game: guess. The teacher showed a black box and asked a student to touch it. What is this? Then show it to the students to see if it is correct. The teacher designs some props in advance, which can be square, rectangular and cylindrical. Finally, prepare a basin of water for students to touch first and then show it to them. The teacher seized the opportunity to bring up this topic. Third, new teaching. 1, students' independent inquiry activities.

First, design observation methods: group discussion, talk about what methods we should use to observe water? From what aspects to observe? Group report, collective reference. B. Students observe and explore in groups. C. report observations. The teacher writes on the blackboard and summarizes some results observed by students: no taste, no smell, no color ... 2. Observe the water in a comparative way. A. transition. Just now, students found that water is tasteless, odorless, transparent and colorless with their noses, tongues, eyes, ears and hands. Teacher, there is also a glass of water here. Let's see the difference. B. Compare and observe students in groups. C. The teacher shows the glass and questions the students' thinking: You said that water is tasteless, colorless, transparent and odorless (showing the glass) and it also has the above characteristics. How do you explain it? Instruct students to do water fluidity experiments. E. On the basis of students' discussion and communication, stimulate students to think: What's the difference between water and glass? Students may say that hardness is different, shape is different, and so on. So the teacher guided the students to think about the shape of water. F. Finally, it is concluded that water has no fixed shape. At the same time, teach students what liquid is. 3. distinguish between various liquids a. how to judge whether it is a liquid? Let's try B, Student Experiment C, and show: Is there any way to tell whether the liquid in the cup is vinegar, sugar water, milk, soy sauce, sprite, wine and oil? D. Students take the stage and give reasons. E. Can all liquids be directly smelled or tasted? F, students say, the teacher summarizes. Fourth, class summary. What is a liquid? What are its characteristics? Five, blackboard writing: water has no smell, no color, no taste, transparent smell, horizontal bubble amplification, bending, dissolution, ups and downs, taste, flow, no fixed shape-liquid contact time note.

Teaching plan of common sense course in Haiyan experimental primary school

Teacher: Xia Jiansheng

Lesson 20, What is the shape of water? Teaching time 1-4-2

Teaching objectives 1. Let students know more about the shape and fluidity of water by using senses and simple equipment. 2. Cultivate students' spirit of paying attention to facts, respecting others' opinions and being willing to cooperate and observe. 3. Raise awareness of liquids.

Emphasis and difficulty Teaching emphasis: Understand what water is like and what its characteristics are, and cultivate students' observation ability, comparative ability and comprehensive analysis ability in the process of understanding. Teaching difficulties: help students understand that water is flowing and has no fixed shape, and further understand what kind of liquid water is. Teachers learn to understand and know some characteristics of water through students' independent inquiry. Teaching AIDS: prepare sinks, glasses, mineral water bottles, etc.

Feeling after teaching

On classroom teaching time

Fourth, organize teaching. V. Introduction of activities. Dialogue: We learned about water in class. What do you know about water? According to the students' answers, what is the shape of water? Reveal that today we will continue to explore the shape of water. The teacher seized the opportunity to bring up this topic. Sixth, new teaching. A) Observation of the shape of water I. Teachers show common objects and ask students to tell what shapes they are. Two. The teacher shows the water in the container and observes what the water is at this time.

What shape? Then the teacher put the water into a container with different shapes, and then let the students observe what shape it is. Three. Summary: What have you found about the shape of water? Students may answer that the shape of water will change with the shape of the container. At this time, the teacher concluded that the shape of water is: there is no fixed shape. ) 2. the fluidity of water. A. Teacher's demonstration: Pour the water in one cup into another! Shake the bottle with water! B, students observe, what changes do you find in the water when the teacher is demonstrating? C. summary. We call this property the fluidity of water. 3. Observation of horizontal plane. A, the teacher shows a bottle of water for students to observe, and then asks students to observe another bottle of different water. So we can get the level of the horizontal plane and know what the horizontal plane is. B. Teacher's demonstration: The teacher holds a bottle of water and slowly turns it up, down, left and right, so that students can observe the change of water level. 4. Observe and communicate in student groups. First, students' independent experimental exploration and teachers' appropriate guidance. Group communication report. C. induction: water has no fixed shape and can flow. D. talk about the application of water in life. Seven, class summary. Eight, class assignments. See the class workbook. Sixth, write on the blackboard. 17. What is the shape of water? The flowing water has no fixed shape and can flow. Time remarks

Study plan of the third grade science class in Haiyan experimental primary school

Teacher Xia Jiansheng

Lesson 265438 All kinds of liquid science classes

Learning objective 1. Experience the process of observation, thinking, discussion and communication, and further understand the basic characteristics of liquids. 2. Cultivate students' scientific attitude of paying attention to facts, observing carefully, respecting others and being willing to cooperate and communicate. 3. Cultivate students' interest in exploring things around them.

Key points of learning difficulties: comprehensively apply knowledge and distinguish various liquids in various ways. Difficulties: through independent exploration and comparison, we can further understand the basic characteristics of liquids. Prepare 1, beaker, test tube, test tube rack, sink (basin) and magnifying glass. 2. Water, cooking oil and sand. 3. Soy sauce, white vinegar, sprite, coke, orange juice, water, sesame oil, milk, etc.

First learning time

Learning process, learning links, teachers actively design students' intentions.

Introduce the activity 1. Last class, we observed a glass of water. Now there are three beakers on the table, which contain three kinds of objects. Please recognize them. What are they? 2. On the basis of students' answers, the teacher took the opportunity to introduce the topic of "all kinds of liquids". Students identify the liquids in the beaker (water, coke, milk). Let students know more about the basic characteristics of liquids through comparison.

Comparative understanding of common liquid sand, oil and water in life 1 After the students confirm the liquids in the three beakers, the teacher changes two of them, and then let the students compare and observe. 2. So which of these three objects is liquid? 3. Are sand and oil liquids? Learn at once to find out what tools the teacher needs. The teacher visited and participated in the research and observation activities of several groups. 5、 。 What have you found in the observation and comparison activities? 6. Further consolidate the basic characteristics of liquid: without a fixed shape, it will flow. 1. There are all kinds of liquids in life. What other liquids are there like water and cooking oil? 2. The teacher took out the prepared liquids and showed them on the stage. 3. Situation: Recruit excellent salespeople, whose task is to introduce the characteristics of these liquid products to customers. 1, students recognize the object in the beaker. (oil, water and sand) 2. Students may answer water at once. 3. Students explore by themselves and observe and compare sand, oil and water. 4, communication: (sand can flow like water, but sand is a grain, each grain of sand has a fixed shape, and water has no solid shape. 5. The analysis concludes that sand is not liquid, but oil is liquid. 1. Students communicate with each other and introduce what they know about liquids. The teacher put it on the platform and the students watched it. Put the two comparative activities in the textbook together, try to create an open classroom teaching space, give full play to its positive role, let students observe, explore, discover, collect and sort out all kinds of information while playing, and express and communicate, so as to further understand the basic physical properties of water and understand the meaning of liquid. In this process, the methods of scientific research have been obtained and the ability of scientific research has been improved.

Distinguish liquids in various ways. 4. Invite 3-5 excellent salesmen to take the stage to choose a product introduction. And tell me how I know the characteristics of this liquid product. 5. Summary: How can I know a liquid? A trademark, according to which customers can learn about these liquid products. Now there are some liquid without trademark on the table. Can you know what they are? Please guess what are the eight liquids on the table? 2. Is there any good way to confirm whether your guess is correct? Please observe for yourself and try to confirm your guess. 3. What liquids are1to 8 respectively? What methods are used in the appraisal process? 4. Create a situation: the teacher recently received a gift (show it). This gift is liquid. Who can know what this liquid is? Each group takes a product, and the four groups introduce each other first, and then recommend the outstanding candidates in the group. 4. Recommend the best salespeople to take the stage to introduce. 5. Students' experience in reporting activities: look at the description of trademarks; Observe with the senses; Ask someone else. 1. What are the eight liquids in the test tube? And make records. 2. Students use various observation methods to observe, and the group leaders make records. 3. Report and communicate. (See, Listen, Smell, Taste and Touch) Record Form12345677 8

guess

confirm

Please go to the podium all your life to identify this liquid, and other students will evaluate it. Stimulate students' interest, and let students know all kinds of liquids in life in a scientific way and attitude by creating situations, so as to improve students' living ability, expression ability and communication ability. Let students go through a process of scientific inquiry, prediction, finding methods and verification, so as to master the scientific method of observation. The purpose is to warn students not to taste or smell liquid easily when they lack understanding of liquid.

Summary 1. Today's activities are over. Are you satisfied with your performance? Please make a self-evaluation for your group and write it in the self-evaluation form. Please put these things on the table as they are. 1. The students grade the performance of their group. Self-assessment prompt: 1. Everyone in the group is willing to take part in the observation activities. You can express and communicate your views in various ways. 3. Respect facts, be good at listening to others' opinions, and be willing to cooperate and communicate. Self-assessment team

The evaluation is divided into: excellent, good and average. 2. Students organize things. It can evaluate the research process and results, cultivate good scientific learning and emotional attitude, and lay a good foundation for the formation of correct scientific values.

Reflection after class

Innovation, openness, autonomy and cooperation

-remember the teaching intention of comparing water quantity.

Teaching starting point

In primary school, children have a strong curiosity and desire to explore the world around them, and they are willing to operate specific objects. This period is an important period to cultivate scientific interest, experience scientific process and develop scientific spirit. Therefore, the purpose of this course is to cultivate primary school students' scientific literacy, actively advocate students to experience inquiry learning activities, cultivate their curiosity and desire to explore, develop their understanding of the nature of science, enable them to learn strategies to explore and solve problems, and lay a good foundation for their lifelong study and life.

Teaching foothold

Inquiry is not only the goal of scientific learning, but also the way of scientific learning. Experiencing inquiry learning activities is the main way for students to learn science.

Openness is manifested in providing teachers and students with choice and innovation space in learning content, activity organization, homework and practice, evaluation and so on. , so that the course can meet the needs of students from different regions and different experience backgrounds to learn science to the greatest extent.

Subjective students have a strong curiosity and desire to explore the world around them, and learning science should be their active participation and energetic process. It is more effective to let them ask and solve problems by themselves than to simply teach and train. Teachers are organizers, leaders and close partners of scientific learning activities. They should fully understand and respect students' performance in science learning activities, and have a positive impact on students with their own teaching behavior.

In teaching, individualization can fully tap teaching materials according to students' physical and mental characteristics and acceptance ability, carry out creative teaching, and maximize students' intelligence and potential.

Teaching innovation

Put forward the basic idea of "optimal scheme" to students. In science teaching, we should embody the teaching concept of "one inch wide and one mile deep". When designing the experimental scheme, students should not only pay attention to the diversity of the scheme, but ignore its simplicity, accuracy and operability. Based on this idea, on the basis of students' practical exploration experience, the best solution to the problem is finally chosen.

Improve students' understanding of water quantity. In daily life, estimation, speculation and hypothesis are very important abilities, which require necessary life experience and ability, so this ability is also indispensable in later life.

Teaching process analysis

This lesson is selected from Unit 4, Grade Three, Science published by Education Science Press. According to the general teaching method, first show several bottles of water with different heights, then let the students compare the water quantity, and finally show the measuring cylinder. After the teacher explains how to use the measuring cylinder, let the students practice independently and get the water quantity. If this is in line with the basic connotation of science class, but I pay attention to cultivating students' innovative consciousness and ability, so I have boldly explored the original textbooks and general teaching methods, endowed the textbooks with new connotations and improved the teaching content. In this way, people's original way of thinking is broken, and students can complete experiments, find problems, acquire knowledge, improve their practical ability and acquire innovative consciousness and thinking ability through thinking and independent practice under the guidance of teachers. Let students change the recipients of knowledge into knowledge seekers, and let teachers change the disseminators of knowledge into knowledge guides.

This text is planned to be taught for one class hour, which is divided into seven teaching links: introducing topics, estimating water quantity, designing comparison method, verifying water quantity in practice, selecting the best scheme, expanding activities and summarizing activities. The guiding ideology of classroom teaching is "innovation, openness, autonomy and cooperation".

First, introduce the topic.

At the beginning of the class, the teacher showed two different leaves, aiming to inspire students' thinking and let students observe the similarities and differences of leaves from many aspects. Then the teacher guides the students from the comparison of solid plants to the comparison of liquids without fixed shapes, and then guides the students to find ways to compare the amount of water according to the characteristics of water. This arrangement is not only a review of the previous learning content, but also a revelation of the theme of this class, so that students can clearly understand the problems to be solved in this class from the beginning, stimulate students' interest in active participation and activate their thinking.

Second, guess the amount of water.

After the teacher shows several bottles of water, let the students observe first. What did you find? When students find a lot of information, the teacher guides them to catch one of them: How much water is there? Guide students to explore. In the group, students can guess the amount of water by watching, touching and playing. And record the results of the speculation, and guide the students to say what you are speculating.

Through this design, it is intended to cultivate students' ability to find problems, put forward assumptions and ask questions in the study of things, and at the same time it contains the ability to let students explore independently.

Third, design comparison method.

"Innovation, openness, autonomy and cooperation" is the teaching guiding ideology of this course. It is based on this idea that students are allowed to design a variety of experimental schemes independently, cooperatively and innovatively in groups. This requires students to choose a certain characteristic of water or the most closely related factors for research according to their own judgment, experience and understanding. When the students finished the design in collaboration, the teacher asked: How did you design it? Why is this design? Is it possible for you to design like this? Do you think it will succeed? A series of problems such as task design report, but also guide and improve students' design.

Fourth, how much water is verified by practice.

In the classroom, teachers provide students with the necessary experimental equipment, create cooperative scenes, let students independently carry out experimental verification, and teachers give appropriate guidance. "Practice is the only criterion for testing truth" allows students to verify their previous assumptions through practice, and also allows students to cultivate their practical inquiry ability in experiments.

Fifth, choose the best scheme.

After the experimental verification is completed, the teacher is in no hurry to ask the students what new problems have been discovered, which leads to the question of "how much is more, how much is less". Instead, we put forward the scheme of "which experiment is the simplest and most accurate" among so many experimental schemes, thus causing students to think and put forward the concept of "optimal scheme" to them.

Through the choice of "the best scheme", the teacher leads out the measuring cylinder as an experimental tool. After the teacher's simple guidance, let the students practice and experience the use of measuring cylinder independently, and its convenience and accuracy. When students choose the "optimal scheme", "more or less" is no longer a problem, and it is easy to draw a conclusion.

Sixth, expand activities.

The expansion activities are mainly to let students experience guessing, estimating, measuring, measuring and other ways, so that students can strengthen their perceptual experience of water, thus enhancing their understanding of water quantity. This is also a purpose of this class teaching, and ultimately improve students' adaptability and application ability in real life.

Seven. Activity summary.

The first is to review the content of this lesson. How many methods have we designed? Which optimal scheme was chosen? Do you know anything about water quantity? Finally, guide students to discover new problems. How much more? How much water? Or how to compare a few bottles?

Teaching content 22. Comparative water quantity

Instructor Xia Jiansheng, Haiyan Experimental Primary School

Teaching objectives

1, cultivate students' observation ability, speculative ability and experimental operation ability.

2, will choose the best scheme to compare water consumption; Can use measuring cylinder correctly.

3. Strengthen students' perceptual knowledge of water and improve students' understanding of water.

4. Stimulate students' interest in learning natural science.

Teaching focus

Teaching focuses on cultivating students' observation ability, critical thinking ability and experimental operation ability.

Difficulties in teaching: Compare the water quantity of different containers.

Teaching preparation

1. Each group has two beverage bottles (of different sizes and shapes), a ruler and a marker.

2. Measuring cylinder, transparent disposable plastic cup, small plastic bowl, funnel, bottle cap, small wine glass and spoon.

One class hour is used for teaching.

course content

The design intention of teachers' activities and students' activities during the activity.

Introduce the topic 1 and show two different leaves in turn, so that students can observe the difference between the two leaves. 2. If the teacher asked you to compare the amount of water, how would you compare it? 3. The teacher put forward the topic: Compare water quantity. 1. Students tell the characteristics of these two kinds of leaves in turn. The comparison of water drawn by the teacher by comparing two different leaves is not only a review of the previous unit, but also an inspiration to the new teaching content. Make students change from the comparison of solid plants to the comparison of liquids without fixed shapes, and then guide students to find ways to compare water quantity according to the characteristics of water.

Guess the amount of water 1. The teacher took out two different cups. 2. Guess which glass of water is more? Which glass of water is less? Why? 1, students observe and discuss in groups, and write their guesses on the recording paper. 2. Students put forward their own opinions after observation. 3. Exchange reports and sort out facts. Teachers guide students to guess the amount of water by watching, touching and playing. And guide the students to tell the basis of your speculation.

Design comparison method 1, everyone has his own opinion, so who guessed right? 2. Discuss in groups. How do you think we can do this experiment? What other tools are needed? 1. Students discuss in groups and design their own experimental methods. 2. Students put forward their own experimental opinions. 3. Exchange reports and sort out facts. Teachers encourage students to design various methods to verify their views.

The water quantity is verified by practice 1, and the teacher provides various experimental equipment. 2. Teachers patrol and participate in experimental activities. 1, students practice in groups. 2. The experimental results are recorded in a notebook. The teacher encouraged the students to test their guesses with experiments.

Choose the best scheme 1. We have designed so many experimental schemes. After practice, which scheme is the simplest, most convenient and most accurate? 2. The teacher has a better way. (The teacher compares the amount of water with a measuring cylinder) 1. The students put forward their own opinions on the best scheme. 2. Students observe the use of the teacher's measuring cylinder. 3. Students re-verify with a measuring cylinder. 4. Students record experimental records. 1. Under the guidance of the teacher, students get the best scheme and experience the comparison of water again.

Expansion activities 1, do you know how much water we often drink cola? 2. How much soup do we use when taking medicine? 3. So what is your household water unit? 1, students guess and answer. 2. Students find some common items to estimate, measure and measure. Students know and understand the amount of ordinary water through estimation, measurement and measurement.

Activity summary 1. What did you learn in class today? 2. How many methods can we use? 3. Which method is the most convenient and accurate? 4. What did you discover through exploration? 1, students review the key points of study. 2. Stimulate new desire for exploration. More or less stimulate students' new desire to explore.

Record of students' practical experience

Both bottles are filled with water. Can you find out which bottle has the most water?

Please estimate first, put ""on many bottles, and tell me how you judge?

2. Our design method is as follows:

3. The experimental results show that the bottle () has the most water.

I think () method is the most convenient and accurate.

5. Give it a try.

Name estimation value measurement value

A bottle of key water

a glass of water

6. If there is no measuring cylinder, can you measure 5 ml of water?