Lesson plan for Primary 6 Science What Happened to Matter .

Textbook Analysis This lesson is the second subsection of "Changes in Matter" in Unit 2 of Primary 6 in the textbook version. "What Happens to Matter" is a continuation of the previous lesson of observing the changes of some substances, and by observing the separation of beans and sand, the heating of sugar, and the burning of candles, the physical and chemical changes and the differences between them. Learning Situation Analysis The lesson "Changes in Matter" is a difficult task for children in the sixth grade of primary school to learn and understand the knowledge of chemistry in the third year of junior high school.

Therefore, how to use the most effective method to learn knowledge is the difficulty of this lesson. In the teaching of this lesson, students should go through the learning process of "raising questions, collecting information through experiments, analyzing and processing information, and inductively drawing conclusions", so that students can develop "like science, respect facts, be willing to try new experimental methods, and be willing to discover the mysteries of things around them" and so on. Teaching Objectives Scientific Concepts:

Changes in matter can be divided into physical changes and chemical changes, and the difference between them is whether or not a new substance is produced. In the process of change, some substances will undergo both chemical and physical changes. Process & Methodology:

Learn to heat sugar with a candle. Emotional Attitude Values: Develop the habit of careful observation and timely recording.

I realized that it is important to report the observed phenomena carefully and realistically in order to draw correct conclusions. Teaching Priorities and Difficulties [Teaching Focus]: Students are able to judge whether there is a change in matter based on the observed facts [Teaching Difficulties]:

Careful observation and generalization of the experimental process.

Textbook Analysis:

This lesson is the second lesson of Unit 2 "Changes in Matter" in the second volume of the sixth grade book of the textbook edition of Primary School Science. "What Happened to Matter" is a continuation of the previous lesson of observing the changes in some matter, and continuing to observe the changes in matter in depth.

And by observing the separation of beans and sand, heating sugar, and the changes in candle burning, we can understand the physical and chemical changes and the difference between them and whether new substances are produced. Determine what changes in candle burning, and guide students to understand that chemical changes in substances are often accompanied by physical changes, which paves the way for the later knowledge in this unit.

Since the students in the experiment of mixing separated beans and sand have some life experience, the teaching process is simplified: the experiment is put into the previous lesson, and in this lesson the concept is formed through recall, comparison, and discovery. The time saved is used to heat the sugar deeply**.

Teaching Objectives Knowledge and Skills:

1) By observing the activities of crushing and heating sugar, we can understand that the changes in the grinding quality of Wuxiang can be divided into two categories: physical changes and chemical changes, and the difference between them is whether a new substance is produced.

2) It can determine whether the black substance produced during the heating process of white sugar is a new substance through analysis and round annihilation experiment.

Process & Methodology:

Learn how to heat sugar with candles and know how to take safety precautions in some chemical experiments.

Emotional Attitudes & Values:

1) Develop the habit of careful observation and timely recording.

2) Realize that it is important to report the observed phenomena carefully and realistically during the experimental operation in order to draw correct conclusions.

Due to time constraints, I used the first and second lessons of Unit 2 to teach in one lesson.

The content of this lesson includes: 1. Understanding the materiality of the world: directly ask students to say the composition of objects that can be seen and touched; For those that cannot be seen or touched, supplemented by information, **, and slides.

2. Recognize material changes: guide students' perspectives to the reality of life and production, let students speak actively, and list examples of changes by themselves. This not only activates students' thinking, but also creates a lively classroom atmosphere.

3. Two kinds of changes: For the physical changes and chemical changes to broaden the chain, focus on guiding students to compare and distinguish from the essential characteristics of the two changes (producing new substances and not producing new substances).

Feelings from this lesson:1In this lesson, students will be able to appreciate the wonder and fun of material changes by observing the changes in the mixing of beans and sand, and by observing the changes in heating sugar with burning candles.

This lesson is not difficult for students, and it should be able to run through the whole teaching activity, and be able to meet the requirements of the course standards, and be happy to learn. 2.This lesson is mainly based on demonstration, and it is a pity that students are not allowed to experience the process of an experiment, including asking questions, conjectures, hypotheses, designing research plans, collecting evidence, sorting out data, and drawing conclusions.

This plays a great role in cultivating students' scientific ability and scientific literacy in learning scientific methods.

An object made of the same material submerged in water, if the density of the object is greater than the density of the liquid, the buoyancy of the object is less than the gravitational force, and the object sinks.

Make the object hollow.

1. If the density of the object is less than the density of the liquid, the buoyancy of the object is greater than the gravitational force, and the object floats.

2. If the density of the object is equal to the density of the liquid, the buoyancy of the object is equal to the gravitational force, and the object is suspended.

3. If the density of the object is greater than the density of the liquid, the buoyancy of the object is less than the gravitational force, and the object sinks.