Are the leaves all green, teaching reflection boutique

No, for example, the leaves of a maple tree are red.

The reason for the green leaves: the leaves contain chlorophyll, chlorophyll is green, and plants use chlorophyll for photosynthesis to produce nutrients Supplement:

The main pigments in plants are chlorophyll, lutein, carotene and anthocyanins, and leaf discoloration is mainly dominated by changes in plant pigments. In spring and summer, the sunshine is long, photosynthesis is particularly active, and the photosynthesis of leaves not only synthesizes sugars, but also accelerates the decomposition of chlorophyll, and at night, chlorophyll begins to synthesize again. Because chlorophyll is constantly decomposing and regenerating, leaves are rich in chlorophyll.

When the leaves contain both chlorophyll and carotene, the leaves will absorb red, blue, and blue-green light, and the remaining light will be reflected, and the leaves will appear green.

In autumn, the daylight hours are shorter and the nights are longer, and in response to the change in daylight hours, deciduous species will produce separation elements at the base of the petioles, which will shed the leaves, but also prevent the transport of nutrients. At the same time, the rate of chlorophyll synthesis slows down when the temperature decreases. As a result of the decrease of water in the leaves, chlorophyll decomposes at low temperatures, but the rate of chlorophyll synthesis is too late to replenish, so the chlorophyll pigment content gradually decreases.

In addition, carotene is far more stable than chlorophyll, even if chlorophyll disappears, carotene can still exist in the leaves, and lutein and carotene in the leaves gradually dominate the leaf color, resulting in yellow leaves. Anthropologists know that leaves contain chlorophyll, which makes leaves look green.

The leaves of the plant are green, which is the ability of the leaves of the plant to absorb various other visible light colors in the sun's rays, and only release green, so that people can only see green. Sunlight is composed of red, orange, red, green, blue, blue, and purple light. Plants absorb six of these rays for photosynthesis in the plant's body, absorbing the energy of sunlight to make water and carbon dioxide synthesize carbohydrates and release oxygen at the same time.

This is an important process that produces carbohydrates and oxygen in a continuous manner.

Not really. There are red and yellow ones.

Baisha Primary School Lu Yali.

In this lesson, I ask students to familiarize themselves with the poems and then begin to taste the poems, adding their own imagination and understanding to each line. Combined with the background of the writing of this poem, the students understood more profoundly, not only understood the surface meaning of the poem, understood the author's praise for the green full of vitality in spring, but also let the students experience the poet's yearning for a better future and the joy of the motherland's imminent development at the beginning of the reform and opening up.

I think this class was successful in two ways: 1. It introduced the background of the writing and helped students better understand the content of the poem. 2. Taste the language of poetry, let students use their imagination to understand the content of the poem from the literal and deep meaning, and better feel the author's praise for spring and the longing for the vigorous development of the motherland.

Disadvantages: 1. Some students who have a slightly poor ability to understand indiscriminate selling cannot understand the deep meaning of poetry. 2. Instead of working writing techniques, students should learn the writing techniques of poetry and let students imitate poetry.

Improvement: For students with poor comprehension skills, I will patiently explain the background of the writing to the students, and use simple language to explain to them the source to help them understand the content of the poem. The next time I go to class, I will focus on savoring the writing techniques of poetry, learning poetry sentence by sentence, and letting students boldly express their understanding of poetry, and allowing students to imitate poetry to improve students' writing ability.

Are the leaves all green?

Teaching Objectives:1Knowing new words, you can write "same, shape, shape, pick, again, only, thousand, needle".

2.Literacy, writing, and reading texts aloud.

3.Think holistically.

Teaching focus: Literacy in your favorite way.

Teaching difficulty: Through the text, understand the role of thinking about the problem holistically.

Preparation for teaching: picking several kinds of leaves, flashcards.

Teaching Method: Heuristic.

Teaching process: 1st period.

1. Import. Board Question: Are all the leaves green?

Question: What do you think of when you see the topic?

2. Reading the text for the first time.

1.Students read the texts on their own, and are required to read through the texts and read the pronunciation of the words accurately.

2.Highlight that the article has several natural paragraphs.

3.Think about what you've read? Tick out words you don't understand.

3. Read the text carefully and understand the content of the text.

1.Learn 1---4 natural segments.

Read these natural passages aloud in different roles. One person plays the role of the teacher, and five people play the role of the student.

After reading, have students evaluate it.

Guided reading. Read the teacher's questioning sentence and read the tone of the question;

2.Learn 5---7 natural segments.

Roll call 5---7 natural segments.

Guided reading. The "great" in the "wide-eyed" should be re-read.

It turns out that the sentence "should be read out of the students' sudden realization.

Are the leaves really green? Are leaves really oval? Ask your classmates to put the leaves they have picked on the table. (Students exchange with each other, and you'll understand.) 3. What did you learn from reading this text?

Peer exchanges. Teacher summary.

2nd period. 1. Import.

In the last lesson, we learned the content of the text, and in this lesson, we will learn the new words and phrases of the text.

2. Read the text aloud freely and mark out new words and new words in the text.

3. Check literacy with cards.

Homomorphic needle.

4. Use your favorite method to memorize new words.

5. Communicate learning methods as a class.

1.You have to use familiar words. The shape is only a thousand needles.

2.Write down the stroke order method.

Same as again.

6. Guidance for writing.

7. Homework. Homework questions.

Board Book: 17 Are all leaves green?

Are the leaves all green?", one of the teaching designs of the second lesson.

1. Teaching requirements.

1) Knowledge teaching points.

1 Recognize the 16 new words in this lesson and write 7 of them. Understand the words "strange" and "unanimous" in context. With "there is......Some ......"Practice speaking.

2. Through reading aloud, you will experience the tone of the question and initially perceive the use of ellipses.

3. Understand the content of the text, recognize the shape of leaves, and understand the color of leaves.

2) Ability training points.

1. On the basis of comprehension, be able to read texts correctly and fluently.

2. Learn to observe things from multiple perspectives, rent stockings and pants to cultivate students' observation habits and imagination.

3. Stimulate students' curiosity about nature, be able to ask questions about things they are interested in, dare to question, and have the courage to innovate.

3) Aesthetic education penetration points.

Inspire students to love life and nature.

2. Preparation before class.

Teachers and students collect leaves.

Courseware. 3. Class time arrangement.

Two lessons. Fourth, the teaching steps

1) Reveal the topic and read the questions aloud.

1 Board book topic (Board book: Are all leaves green?).

2 Guided reading.

Nominate the topic. Student Reviews: (How do you think he or she reads?) )

The teacher instructs the camera and reads out the interrogative tone.

Transition: Are the leaves all green? (Have students name different colors.) Today, let's work on this issue and ask the children to open the book.

2) Self-reading of texts and overall understanding.

2 There are two more such questions in the text, please find them and read them. (Teachers and students evaluate together, read individually, read together.) How did the children in the text come up with the answers to these two questions? (Students understand "in unison" in context.) )

3) Reading instead of speaking, leading to questions.

1. Teachers and students read aloud 1-3 natural passages in different roles.