How to introduce the scientific iron absorption experts in the middle class

It's that easy to import.

Most of the iron-containing minerals can be adsorbed.

Objectives: 1. Be interested in scientific activities and be able to manipulate materials collectively with peers.

2. Preliminary understanding that magnets are magnetic and can attract ferrous objects.

Activity preparation: 1. Experience preparation: children have a preliminary understanding of the material of the object.

2. The teacher makes a self-made record sheet, 1 record sheet per person (see the children's book "What Can a Magnet Absorb", or see the attached table).

3. Operating materials: magnets, iron products, plastic products, wood products, glass products, cloth products, etc.

4. Provide some iron items and toys in the activity room.

Activity process: 1. Create suspense and introduce activities.

1) Create a situational introduction activity and show the magnet, ask the children to observe carefully?

2) The teacher operates the magnet to suction the paper clip, and the children have a preliminary understanding of the characteristics of the magnet.

2. Show the record sheet and guide the children to observe.

1) Teachers show record sheets and materials to help children understand the record symbols and requirements.

1) The teacher operates and explains the method of the record sheet and shows the operation materials to understand: magnets, nails, ......and other items.

2) Show the children's book: 1 ** per person, what are the icons drawn on the table?

3) The teacher explains the record symbols and requirements: **There is a question mark in the left column, which indicates your guess, if you think the magnet can attract something, just mark it under the icon of this item, in the column of the question mark"! ”

3. Children's experiments and make records in **.

1) Guide children to guess what you think magnets can attract? The teacher demonstrates the operation to make marks.

2) The teacher divides the children into two groups to operate.

3) Teachers tour to guide children to operate, reminding children to pay attention to safety and not to hurt their little hands.

4. Help children summarize the experimental results and summarize the experimental conclusions.

1) What is the teacher's record of introducing the children's operations? And one by one, they will be demonstrated, experimented, and conclusions.

2) For controversial areas, let the children experiment again and summarize.

3) Teacher's summary: Using magnets can help us distinguish which objects are made of iron and which are not.

Activity Extension: Play activity time, please ask children to find out.

Objectives:

1. Understand some of the basic characteristics of magnets and have the desire to continue exploring.

2. Willing to record experimental results and communicate with peers.

3. Preliminary understanding of the wide range of functions of magnets.

Preparation for the activity: 1. Various items that children (children's food) think can be attracted by magnets 2. Magnet recording boards, paper, pens 3. Items prepared by teachers that can be attracted by magnets: such as scissors, iron clips, iron nails, paper clips, thumbtacks, etc.

Activity process: 1. Import:

Arouse the desire of young children to explore further through some fun demonstrations such as paper dolls dancing on glass.

2. Introduce the materials you have prepared.

Teacher: Just now, when we were playing with magnets, we found that magnets can make paper dolls dance freely on glass. The children have found a lot of things that they think can be attracted by magnets, can you tell us about them?

Children are introduced one by one.

3. Do experiments and record the results.

Can these things really be attracted by magnets? Wait a minute, you'll try it. The teacher has also prepared some things here, and after you have tried what you have prepared, you can also try what the teacher has prepared, and don't forget to record every experiment you do.

The difference between teaching cases, teaching design, teaching records, and teaching narratives: Teaching cases and teaching plans: Teaching plans (teaching design) are pre-conceived educational and teaching ideas, which are brief descriptions of the educational measures to be implemented and reflect teaching expectations; The teaching case is a description of the education and teaching process that has taken place, reflecting the teaching results.

Teaching Cases and Teaching Records: They are also descriptions of educational and teaching situations, but teaching records are recorded (factual judgments), while teaching cases are based on the purpose and function of the selection of content, and must have the author's reflection (value judgment). The connection and difference between teaching cases and narrative research:

In the sense of "situational story", the educational narrative research report is also a kind of "educational case", but "teaching case" specifically refers to the teaching narrative that is typical, contains difficult problems, and describes from multiple perspectives, and is researched with the author's reflection (or self-evaluation). Teaching cases must start from the goal of teaching task analysis, consciously select relevant information, and must carry out field assignments in advance, so the daily educational narrative log can be used as the material for writing teaching cases.

Take a towel and put half of it in a basin. After a while, let the students touch the other end.

Demonstrate this phenomenon live directly.

1. Teachers should write about their own teaching experiences or teaching stories that they think are important, that is, they should be selective and typical, and they should not list everything in detail, but should choose around the central issue. It is not that all events can be cases, and we should be good at capturing the "bright spots" in the teaching process.

2. Cases should be written based on previous experiences, and the authenticity of the information in the cases should be maintained as much as possible, so that readers can feel immersive. You can go to the main body of the case, i.e., the students, to ask and investigate their true feelings.

3. Teaching cases are different from other teaching works.

Compared with teaching, teaching cases are mainly based on narrative in terms of style and expression, and have both discussion and explanation. In terms of thinking, it is a process from concrete to abstract, through the description of vivid teaching "stories", through the description of specific students and teachers' psychological feelings, reflect on and summarize the pros and cons of teaching.

Today, I watched a game played by children, magnetic levitation, wearing spiral tubes is very interesting and inspiring, and I really have the mood to try more and more. That's what magnets do.