Science Lesson Plan for Primary 1 Lesson plan for what air looks like

What the air looks like" instructional design.

Teaching Objectives: 1. Be able to observe and describe the characteristics of air with the senses.

2. Be able to say that air is an object that has no color, no smell, no taste, is transparent, and can flow, and there is air around us.

3. Stimulate students' desire for air.

Teaching focus and difficulty.

Teaching focus: Characteristics of air.

Teaching difficulty: the air can flow.

Preparation of teaching materials.

Grouping materials: plastic bag, rubber band, balloon, beaker (250ml), chalk, mud blocks, sponge, towel.

Presentation materials: pumps, balloons, sinks.

Teaching process. Teaching sessions.

Teacher Activities. Student Activities.

Design intent. 1. Guess the riddle and introduce the topic.

1. Let students guess the riddles: wonderful, wonderful, wonderful, invisible, intangible, pervasive and changeable, our lives are inseparable.

2. Lead to the question: what does air look like?

Individual. The quiz stimulates students' interest in learning and leads to a natural project.

2. Find air.

1. To study the air, you must first find the air, do you know that you can find it in **?

2. Organize students to collect air.

Report. Divide into groups to collect air from where the group wants to go with a plastic bag.

By looking for air in different places, students can get a first taste of the air around us.

3. Observe the air.

1. Ask the question: The air is found, what method do you use to observe it?

Group observation. Summary: The air is colorless, transparent, tasteless, and odorless.

2. Feel the fluidity of the air

Inflate the balloon before blowing it off at your own hands or face. How do you feel?

Induction: Air is a gas that has no color, is transparent, has no taste, has no smell, and is able to flow.

Group discussion and presentation of experimental methods.

Students use their senses, such as eyes, ears, and tongue, to observe the air and report their observations.

Student Activities. Speak up about your feelings.

Through personal observation and feeling, I was able to understand the characteristics of the air very naturally and easily.

Fourth, there is air everywhere.

1. Air is invisible to our eyes, how can you know the existence of air? For example, how do you prove that there is air in this balloon?

2. Demonstration experiment: Put the balloon in the water and ask the question: What phenomenon do you see? What does that mean?

3. Show the experimental materials, do you guess there is air in them? How to prove it?

Individual and demonstrate the method.

Observe the experimental phenomenon.

Individual. Students fill in guesses and discuss them in small groups.

Group experiments and fill in the experimental phenomena and judgment results.

Report the results of the experiment, and redo it if there are different results.

Broaden students' minds.

Guide students to learn how to prove the existence of air.

Let go and let the student ** see if there is air in the object.

Cultivate students' habit of recording experiments.

5. Summary. 1. What did you study today?

2. After returning home, show your parents today's experiment of having air in a sponge or other object.

Have students review what they have learned.

It enables students to bring science back to life, and also arouses parents' attention and attention to science.

1. Study the syllabus and teaching materials to determine the purpose of teaching.

On the basis of studying the syllabus and textbooks, grasp the requirements of the concepts or principles in the textbooks in terms of depth and breadth, grasp the basic ideas of the textbooks, and determine the teaching purpose of this lesson. The purpose of teaching should generally include knowledge, intelligence, and ideological education.

The purpose of teaching should be specific, clear, and easy to implement and check. The teaching process is a complete system, and the formulation of teaching objectives should be based on the requirements of the syllabus, the content of teaching materials, the quality of students, teaching methods and other actual conditions, and consider its possibilities.

2. Clarify the position of the content of this lesson in the whole textbook, and determine the key points and difficulties of teaching.

On the basis of studying the entire textbook, clarify the position, key points and difficulties of the content of this lesson in the entire textbook. The so-called key knowledge refers to the key knowledge, and when students understand it, other problems can be easily solved. Therefore, it does not mean that the focus of the textbook is important, and other knowledge is not important.

The so-called difficulty is relative, and refers to the parts that students are often prone to misunderstanding and understanding. Different levels of students have different difficulties. When writing lesson plans, it is often difficult to learn to consider the following types of knowledge:

The concept is abstract and the students lack the knowledge of perceptual cognition. Negative migration from mindsets. A law or theorem with complex phenomena and strong generalizations.

Knowledge that cannot or does not need to be elaborated in depth according to the syllabus. Knowledge of similar concepts and methods. Knowledge that is difficult to apply to physics.

3. Organize the teaching materials and choose the teaching method.

According to the teaching principles and the characteristics of the teaching materials, combined with the specific situation of the students and the conditions of the school equipment, the teaching materials are organized to consider the teaching method, and the whole teaching process is preliminarily conceived. The organization of textbooks is diverse, and the same textbook can have different organizational structures. However, no matter what kind of structure it is, it must focus on the central content, run through the key points according to the internal connection of the textbook, and determine the level and steps of the explanation.

At the same time, in the choice of teaching methods, we must also pay full attention to how to focus students' attention and inspire students' positive thinking.

4. Design mathematical programs and timing.

How to review old knowledge and introduce new topics during class; what is the content of the new course; what are the key points to emphasize; how to explain the difficult points; The question of how the final consolidation summary should be carried out and the time taken for each part of the process should be fully considered before the lesson plan is written.

5. Design a good board book and board painting.

Board books and drawings are an important part of classroom teaching, so they should be given enough attention when compiling lesson plans. The design of the board book can start from the study and analysis of the knowledge structure of the textbook, and can also start from the analysis of students' cognitive rules.

The specific content of writing a lesson plan includes the following ten items:

1. Topic (state the title of the lesson).

2. Teaching objectives (or teaching requirements, or teaching objectives, which describe the teaching tasks to be completed in this lesson).

3. Course type (indicate whether it is a new course or a review class).

4. Lesson hours (indicate the number of class hours).

5 Teaching focus (explain the key problems that must be solved in this lesson) 6 Teaching difficulties (explain the knowledge points that are prone to difficulties and obstacles in the learning of this lesson) 7 Teaching process (or classroom structure, explain the content, methods and steps of teaching) 9 Board book design (explain the content to be written on the blackboard during class) 10 Teaching aids (or teaching aid preparation, explain the tools used to assist teaching methods) In the process of writing lesson plans, the teaching process is the key, and it includes the following steps:

1) Introduce new lessons.

1. The design is novel and lively, and it should be summarized.

3 Ask questions about the students, how much time it takes, etc.

2) Teach new courses.

1. Choose different teaching methods for different teaching contents.

3) Consolidation exercises.

1. The exercise is exquisitely designed, with layers, slopes, and densities.

4) Summary.

5) Assignment arrangement.

When arranging those contents, we should consider the expansion of knowledge and ability.

Characteristics of air: it occupies space, has no fixed shape, is fluid, is easily compressed, and has weight. The air is transparent, colorless and odorless, it is mainly composed of nitrogen and oxygen, which has an important impact on human survival and production.

Air is a colorless, odorless, and transparent gas that is directly invisible, intangible, and odorless. An ordinary plastic bag can be prepared. Tie the bag tightly with your hand. You can see the pockets bulging. It's air.

Occupy space. Place a plain napkin in a beaker.

Middle. Then place the beaker upside down in the sink and submerge it all. Take it out, why this paper is not wet, it turns out that the beaker is filled with air, and the air occupies the space, providing a dry environment for this paper.

will flow, one beaker is filled with air, and the other beaker is filled with water. When we tilt the beaker filled with air, since the air is lighter than the water, the air will flow upwards into the water-filled beaker above, and the water will be driven out. Air flows upwards in water.

The air is easily compressed with a regular syringe.

Pump in air and water separately, then plug the nozzle with your fingers, press the piston with the same size and pull the piston upwards. The space occupied by air can be compressed or enlarged, it has no fixed shape and volume.

Summary. Hello, it is a pleasure to answer your questions, and the specific answers are as follows:

Grade 1 Science Volume II describes the characteristics of objects such as wood, water, and air.

Hello, it is a pleasure to answer your questions, and the specific answers are as follows:

Hello, it is a pleasure to answer your questions, and the specific answers are as follows:

Wooden blocks are solid; Water is liquid at room temperature; The air is invisible and intangible.

The wooden block is a loose "object", because in addition to its physical and chemical properties as a substance, it also has a certain form, quality, and it refers to the slippery energy that occupies a specific space, which is usually called a solid.

I hope it can help you, if it helps you, please give a like, thank you. (・

Activity Objectives:1Through exploration, perceive the properties of air and know that air is everywhere.

2.Understand the role of air.

3.Cultivate children's interest in science experiments and participate in scientific exploration.

Preparation for the activity: plastic bag, balloon (pump), syringe, sponge, chalk, bubble, candle per person, cup per person, record sheet per person, large record sheet.

Activity process: 1. Guess the introduction of riddles:

It can't be seen, can't be touched, is not fragrant, smelly, and tasteless, saying that it is precious everywhere, and animals and plants are inseparable. (Air).

Now I'm going to ask the kids to take a plastic bag and look for the air, and tell me where you found it.

2. Freedom to explore and perceive the characteristics and existence of air.

Perceive the properties of the air.

1.Ask the children to use plastic bags to find air in various parts of the classroom as they wish.

2.Ask the children to tell each other where they caught the air. "Where did you find the air? ”

3.Invite the children to look at it and smell it: What is the air like? Does it taste good?

3.Teacher's summary: The air is colorless and odorless, and there is air everywhere around us.

Sense the presence of air.

This air is still a naughty doll, and it likes to play hide and seek. Now the teacher has prepared some materials for you, please find out where this air is hidden**? How did you find that? And record it.

The children discuss the results of the experiment with each other.

Ask the toddler to share your findings and verify them on the spot.

Teacher's summary: It turns out that this air is omnipresent and exists in different places in different forms.

Fourth, understand the role of air.

1.Inspire children to think and say, do you know what air is used for?

2.Can help with breathing.

Ask your toddler to pinch his nose, close his mouth, and say how he feels. Why? The result?

Summary: People can't breathe without air, and if there is no air, they will die.

3.Air helps burn.

Experimental manipulation. Glue two candles to the table and light them (the flame is very strong), then snap the cup onto the lit candle.

Tell us what you have discovered. Why is this happening? (Let young children speak up).

Summary: In the experiment just now, the flame of the lit candle is very strong because the air can help burn, and the fire is extinguished when it is covered with a cup. This shows that air can help with combustion.

4.Extension: Children talk to each other about what else air does.

Invisible, intangible, odorless, colorless.

1. Teaching Objectives:

Learn about the existence and meaning of air. 2.Master experimentally proving the existence of air.

2. Teaching Preparation:

1.An air balloon.

2.A glass.

3.A blank sheet of paper.

4.A straw.

5.Water. <>

3. Teaching process:

1.Guided infiltration into a new lesson: The teacher shows the balloon and asks the students to guess if there is air in it. Then ask the students where we can feel the air in our daily lives. (e.g. breathing, blowing bubbles, windmill turning, etc.).

2.Experiment 1: The teacher pours some water into the glass, asks the students to put the white paper on the rim of the glass, and then flips the cup over and shouts.

The teacher then asks the students, "What do you think will happen?" "Students conduct ** and have a discussion.

The teacher then asked the students to blow into the cup with a straw and found that the water was not coming out. Through experiments, the presence of air and the role of pressure were illustrated.

3.Experiment 2: The teacher asks the students to blow up the balloon and release it quickly.

Students find that the balloon shrinks rapidly because the air is moving rapidly. Then, the teacher asked the students to blow the balloon into the glass by themselves, and the students found that the balloon could not enter the cup, and then explained the existence of air and the effect of pressure through experiments.

4.Summary: Through the above experiments, the teacher guides students to understand the presence of air and the role of pressure, and deepens students' understanding and awareness of the concept of air.

4. Reflection on teaching:

Through the teaching of this lesson, students not only understand the existence of air and the role of pressure, but also master the proof of the existence of air through experiments. At the same time, students realized the importance and role of air in their lives by looking for more evidence of the existence of air. In addition, through discussion and experimentation, students' observation and experimental skills are also cultivated.