Lesson plan for nature lessons in primary schools

Instructional Design for Science Lessons in Primary Schools: Water Becomes Water Vapor.

Teaching objectives: 1. Guide students to understand that water evaporation is a common natural phenomenon, and to understand the conditions for accelerating evaporation through experiments.

2. Instruct students to observe, analyze and describe the phenomena that occur when water evaporates, and cultivate students' observation, experimental and imaginative reasoning skills.

Preparation for teaching: alcohol lamp, matches, small beaker, water, a wet rag, towel, a large beaker with water, a small bag of salt, a small medicine spoon, and a glass stick.

Two medium beakers, pre-labeled (No. 1 and No. 2), half a cup of water.

Each group has a handkerchief, petri dish, hair dryer, small battery, hot water bottle, electric iron, and small electric fan.

Teaching process: 1. Preliminary understanding of evaporation.

1 Today, we are going to learn a new unit, the water unit (write a water word on the blackboard with a wet rag), and can you guess what will happen to this "water"?

2 Learn to report, (it dries out, turns into water vapor, evaporates, etc.).

3 What's the matter? (Or do you know why?) ）

4 Do you see water vapor? From this, what do you think water vapor looks like? (colorless, odorless, transparent gas).

5 Summary: This phenomenon of water turning into water vapor is called evaporation. (Board Book).

6 Is there such evaporation in our lives?

7 Student examples.

2. Know the three conditions for speeding up evaporation.

1 From what I said earlier, the teacher found that everyone is a caring person in their daily life, and the teacher likes this very much. I don't know what your life experience is. For example, the teacher has a wet towel here, how many ways can you think of to evaporate the water on it?

2 After the student thinks.

3 Yes, there is another way, which is that we do nothing, just let him leave it like this, and after a while, will it do it? Yes, but it takes a long time to do so.

4 What can be done to make this towel dry faster? See which group comes up with the best approach.

5 Panel discussions.

During the presentation, pay attention to the equipment required and the experimental process.

6 Debriefing (summary by methodology).

7 The teacher has prepared a few physical objects in advance, but there are still a few groups of students who can only be sorry for you, so let's join other groups, okay?

8 Group experiments.

9 You have done a very serious experiment, but can anyone tell us about the phenomena you have observed?

10 Now, who can sum it up in one sentence: How can evaporation be accelerated?

3. Consolidation and summary.

1 Today, we have studied the evaporation of water, do you have any other questions about water and water vapor?

2 The teacher has prepared a few questions to see if you can do it.

1) Do you know where the salt comes from? (Show salt).

Now, Mr. Tang put it in a beaker and stir it (demonstrating as he speaks), and now, I want to get the salt back that I put in, do you have a way?

2) There are two glasses of water like No. 1 and No. 2, and I want the water in No. 1 to evaporate in the fastest way, what can you do? Can you keep the water in number 2 as low as possible?

At the beginning of the lesson, you can ask the children (how do you know about natural science) for about 10 minutes, and then talk about some simple things in nature that adults know but do not know (e.g. symbiosis, predation relationship, partnership) for about 15 minutes, and then you can ask about the food chain. About 15 minutes.

If the child is too smart, you will be online for about 10 minutes, and at the end, you will assign some small homework (symbiotic relationship, predatory relationship, cooperative relationship. of three cases, write three for each relation).

I hope you can help you.