What do the pebbles by the river say about the script

Since it takes a long time for pebbles to form, pebbles go through a long "path" that students cannot perceive directly. If you use traditional teaching methods, use wall charts, and explain in language, it is difficult to give full play to students' thinking and imagination ability, which will make students feel bored, and the use of multi-class teaching can overcome this time and space constraint, so that students can directly perceive the formation of pebbles through **, appropriately set up problems, stimulate inspired thinking, and combine experiments, so that students can truly master what they have learned.

The textbook starts from the daily life of students, raises questions, stimulates students' interest in learning, and enables students to concentrate on learning new knowledge. Through vivid experiments, students can independently discover phenomena and seek answers, so as to understand the formation of pebbles. Through observation and experimental operation, students are cultivated to have a serious and meticulous scientific attitude, and through the analysis and observation of experimental results and the design of experiments, students are cultivated to have a scientific attitude of courage and independent thinking.

Teaching objectives of this topic:

1. Through the study of the causes of pebbles, students will know that the earth's surface is constantly changing under geological processes such as weathering, transportation, and rounding.

2. To develop students' ability to estimate the causes of natural changes and imagine the process of natural changes based on the results of natural changes.

3. To educate students in the dialectical materialist view of nature that the natural world is eternally changing.

Teaching focus: How pebbles are formed and why they are smooth and rounded.

Teaching difficulty: weathering of rocks.

Teaching preparation: 1. Multi-** courseware.

2. Group experimental materials - cold water, vials with lids, broken bricks with obvious edges and corners.

3. All kinds of pebbles.

2. Preaching and learning the law.

According to the students' existing knowledge level and cognitive rules, the teaching and learning methods of this topic are intended to reflect the following characteristics:

1. Create a situation to stimulate the desire for knowledge.

The best way to learn anything is to discover it yourself. Because this kind of discovery is the deepest to understand, and it is also the easiest to grasp the inner laws, properties, and connections in it. Therefore, efforts are made to create situations in teaching that stimulate students' interest and arouse students' curiosity.

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According to my answering style, first describe the appearance of the pebbles, for example: the black iron ore is broken from the iron ore, the round pebbles have experienced the baptism of wind and rain, and the irregular stones with edges and corners are small stones that have just been broken... It's good to write in a format like this, so you have to do it yourself!

From this article, we can understand that as long as we look closely at the pebbles and understand the pebbles from all aspects, we will know what the pebbles by the river say.

Proportions: Trace pebbles of the same type to find minerals, the size of the pebbles, the shape of the pebbles, etc.

As long as we understand what the pebbles say, we will find a lot.

Pebbles: small round stones, especially stones that are being rounded by the action of running water.

Agate: A fine-grained jade, often mixed with opal and in various colors, or arranged in strips or bands, with black spots or moss-like intersperse.

Granite: Granite is a type of tectonic rock that erupts from volcanic eruptions and uplifts to the surface of the earth's crust under considerable pressure in a molten state.

Quartz: Quartz is a mineral resource with very stable physical and chemical properties, and the crystal belongs to the oxide minerals of the trigonal crystal system, that is, low-temperature quartz, which is the most widely distributed mineral species in the quartz group of minerals. Quartz in a broad sense also includes high-temperature quartz.

Quartz block, also known as silica, is mainly a raw material for the production of quartz sand (also known as silica sand), and is also a raw material for quartz refractories and firing ferrosilicon.

Mica: a general term for potassium, aluminum, magnesium, iron, lithium and other layered aluminosilicates. Polymorphism is common, among which the monoclinic crystal system is common, followed by the trigonal crystal system, and the rest are rare.

The most common minerals in the mica group of minerals are biotite, muscovite, phlogopite, lepidolite, sericite, etc. Mica is usually pseudohexagonal or rhomboid, plate-like, columnar-shaped. The color varies with the chemical composition, and mainly darkens with the increase of Fe content.

Muscovite is colorless, translucent or light-colored; Biotite is black to dark brown, dark green and other colors; Phlogopite is yellow, brown, green, or colorless; Lepidolite is light purple and rose red to gray. Muscovite and phlogopite have good electrical insulation, non-thermal conductivity, acid resistance, alkali resistance and voltage resistance, so they are widely used to make insulation materials in the electronic and electrical industries. Mica fragments and powders are used as fillers, etc.

Lepidolite is also the main mineral raw material for the extraction of lithium.

This is a scientific essay on the causes and processes of pebbles. The text uses anthropomorphic techniques and uses the way of self-description of pebbles to tell the life history of pebbles vividly and interestingly, and tells students about pebbles and ores.

In the teaching of this text, I mainly let the students study on their own, and I designed several big questions for the students to communicate and question in small groups, and then report back to the class. For example, what do the pebbles by the river say?

What types of pebbles are specifically described in the text, in what way are they introduced, and can you introduce them in this way? What does a special language mean? Through collective wisdom, students have been able to answer most of the above questions clearly.

I asked the students to introduce themselves and show the stories of the three types of ores. Since it only took one class to finish the text, some students still wanted to talk about it. But there are still a small number of students who don't understand what special language means.

I tutored them individually after class to complete their homework to get them through. [2011-12-06]

The pebbles by the river say something in a special language:

The "special language" refers to the way pebbles slope on the beach, the color of their bodies, the mineral particles embedded in them, and their shape, smoothness, size, etc. It is these silent special "languages" that pebbles use to tell people about their own life history, and if we want to understand them, we should understand these knowledge and develop a good habit of careful observation and careful analysis.