"Underwater World" Lesson Plan

As a people’s teacher who specializes in teaching others and solving their doubts, writing lesson plans is essential. Writing lesson plans helps us accurately grasp the key points and difficulties of teaching materials, and then choose appropriate teaching methods. So what does an excellent lesson plan look like? Below are 4 "Underwater World" lesson plans that I have carefully compiled. You are welcome to learn from them and refer to them. I hope they will be helpful to you. "Underwater World" Lesson Plan Part 1

1. Teaching content

Through this lesson, students will learn to use the "Fill with Color" tool and the "Airbrush" tool to color graphics.

2. Teaching objectives

Cognitive objectives: Learn to use color filling and airbrush tools to color graphics.

Ability goals: Through exercises, students can consolidate existing operating skills; through display activities, improve students’ ability to express themselves and other people’s works, cultivate students’ self-learning ability and ability to discover and solve problems, and develop Good study habits.

Emotional goals: Encourage students to boldly operate and cultivate students' interest in using computers to draw pictures.

Teaching focus: enable students to master the use of two coloring tools.

Teaching difficulties: When using the "fill with color" tool, guide students to use the tools they have learned in the past to turn unclosed graphics into closed graphics.

Preparation before class: smooth multimedia network environment, self-made multimedia courseware

3. Teaching process

1. Introduction

Creating adventure stories Situation

Invite students to listen to the sound of the waves and introduce a new lesson (show the topic)

Teacher: Introduce the protagonist of this lesson-the clownfish

Lead the students Enter the underwater world to enjoy various small fishes

In the wonderful music, teachers and students entered the "Underwater World" courseware demonstration together to visit ocean fish...

Appreciate all kinds of fish: fish of various shapes

Colorful fish

Our works

The teacher asked a question: What did you see in the paradise? ?

Allow students to independently learn various extracurricular knowledge related to marine life, which unknowingly broadens their knowledge.

2. New Teaching

. Learn to use the [Fill with Color] tool

Ask students to open the small fish file on the desktop

Guidance Students, tell me what do you want to do when faced with such a pale picture? say what?

In the courseware demonstration, the clownfish will explain how to use the color filling tool.

The teacher introduces the key points of teaching: Please try to use the color filling tool to put on a beautiful coat! ”

The students’ interest was aroused and they were eager to try it. They started to use the [Fill with Color] tool to fill in the color of the small fish.

The teacher asked the students to demonstrate the process of coloring the small fish.

The teacher pointed out the teaching difficulties: What problems did you encounter when filling in colors? Has anyone found a solution to the problem?

The teacher deliberately Set up obstacles to stimulate students' problem-solving abilities.

Students will tell you how to solve this problem, and find a student to try it.

All students will use the color filling tool. Color the small fish.

The teacher reminds students: when using the [Color Fill] tool, you must first set a closed area and fix the color in this closed area

Rhythm, teacher and students come together to relax and learn to use airbrush tools

The teacher introduces another protagonist of this lesson: the little squid

The teacher asks if the little squid really meets What should I do if I encounter an enemy?

Students use extracurricular knowledge to answer questions. At this time, the teacher introduces the [airbrush] tool in a timely manner

Let the students [fill with color] according to their existing use. Tool experience, learn to use the airbrush tool independently.

The teacher guides students to find problems (while explaining and asking students to demonstrate): What is the relationship between the speed of using the airbrush tool and the mouse movement?

What happens when the mouse moves slowly?

The teacher inspires students to continue to expand their thinking. : What else can be drawn using our [airbrush] tool?

3. Comprehensive exercises

Place a picture in the shared folder and ask students to follow their own. Like to choose pictures and fill in colors.

When coloring, the teacher makes the following requirements:

(1) Use two or more learned tools at the same time.

(2) Pay attention to the color matching, coordination and beauty

Group students to complete tasks together under group cooperation, so that students can learn to help members of the group and select members of the group. Best work.

The whole class will do two comprehensive exercises to compare the use of two coloring tools.

Stimulate students’ interest in learning and make them all eager to try.

Display student works

Student works

4. Teacher

What did you gain from this class? "Underwater World" Lesson Plan Part 2

Activity objectives

1. Make a preliminary attempt to use plasticine to make aquatic creatures.

2. I like to cooperate with my friends to express the scenery of the underwater world.

3. Feel the fun of handcrafting.

4. Let children experience the ability to be independent, independent and creative.

5. Enhance your interest and ability to participate in environmental layout and experience the joy of success.

Activity preparation

Plasticine, teacher’s works, courseware.

Activity process

1. Introduction

The teacher invites everyone to appreciate a beautiful picture today. You have to guess where it is?

2. Guide children to discuss and understand various underwater creatures and colors

1. Understand various underwater creatures.

Teacher asked: Who can tell me what you saw?

Summary: Children observe carefully, the underwater world is very lively, and there are all kinds of small creatures living there, including small fish, octopus, seaweed, stones, etc.

2. Recognize the various colors on the seabed.

Teacher: The underwater world is very beautiful and has many colors. Who knows what colors there are in the underwater world?

In addition to the colors you see, what other colors are there in the underwater world in your imagination?

3. Show teachers’ works, and children can explore and learn production skills.

1. Show teachers’ works.

Teacher: The underwater world is very magical, and the teacher likes it very much. He even made a small underwater world with his own hands. Do you want to see it?

Teacher: Guess what the teacher’s underwater world is made of?

2. Introduce the small creatures on the seabed.

Teacher: Do you recognize these small underwater creatures that the teacher made? Let's take a look together.

3. Learn production skills.

Do you like them? Please touch it carefully, take a look, and guess what method it is made of?

Dumping: Use the palms of both hands to make large items, such as fish bodies, turtle shells, and octopus heads. Use two fingers to make small items, such as eyes and bubbles. That’s it. After the dough is well formed, we can press and pinch it as needed to make its appearance smooth and beautiful.

Rubbing: The rubbing method is the same. You can use the palm of your hand or your fingers. The force must be even, so that the long strips will look good.

Connection: Use the connection method to connect the various body parts of the small creature to form a complete small creature. When connecting, you must first determine the position, and then overlap the parts to be connected. The overlapping parts should be moderate, and it is best to pinch them gently with your hands.

4. Production by young children, guided by teachers.

Children, do you want to make an underwater world? What do you want to do and what colors do you want to use?

5. Display works

Tell me whose work you like best and why?

Reflection on the activity

"Underwater World" is a popular science article that introduces the strange scenery and rich products of the seabed in vivid, lively and interesting language. Therefore, I started from the beginning and end of the article, and used back and forth to let the students grasp that the article was written around "singular scenery" and "rich products", and then asked students to find which paragraphs were about strange scenery and which paragraphs were about products. Rich, first clarify the main context of the text, and find that the text describes seabed animals, plants, and minerals, which are both rich in products and constitute the strange scenery of the seabed.

The underwater world is very strange and beautiful, but students have not seen much of it. Therefore, I used modern multimedia computer technology to find, intercept and make vivid and intuitive videos from the Internet, and played them Students will be involuntarily amazed by the bizarre, colorful and magnificent corals on the seabed and the fish of various shapes that they have never seen before or even heard of. Use the playback of videos to create situations, and then naturally transition to understanding the text content through vivid picture understanding, so that students' enthusiasm will be more easily mobilized.

The second and third natural paragraphs of the text describe the animals on the seabed. The "various sounds" on the seabed are a mystery that is difficult for students to imagine, guess and distinguish. The text is listed in the sentence pattern of "some...some...some", and each sentence uses metaphorical rhetoric to describe the sound. In this way, the different sounds made by various animals on the seabed are clearly introduced.

When I was teaching, I grabbed these four sentences and combined them with the students' actual life and emotional experience. I asked the students to simulate the sounds of bees "buzzing", birds "chirping", puppies "woofing" and snoring, and compared their sounds. Different, thus imagining various strange sounds made by underwater animals. This kind of teaching method not only stimulates students' interest in learning, but also enables students to deeply understand the content described in the article. The third natural paragraph of the text describes the activities of animals. In class, I analyzed the explanatory aspects of the sentences and let the students understand the slow speed of sea cucumbers and the fast speed of barracudas by listing numbers, and understand the author's explanation method of metaphor to further understand Barracuda's wait.

Little Encyclopedia: The seabed refers to the contact surface between seawater and land under the deep water of the ocean. The ocean area is approximately 362,000,000 square kilometers (140,000,000 square miles), accounting for nearly 71% of the Earth's surface area. The ocean contains more than 1.35 billion cubic kilometers of water, accounting for approximately 97% of the total water on earth. The global ocean is generally divided into several oceans and smaller seas. "Underwater World" Lesson Plan Part 3

"Underwater World" is a text in the seventh unit of the sixth volume of the Jiangsu Education Edition Chinese for the six-year primary school. The text is introduced around the two characteristics of the underwater world: "strange scenery" and "rich products". Through the study of texts, students can feel the magic of nature and stimulate their interest in exploring the mysteries of nature.

However, there is a difficulty when teaching this lesson: students’ understanding of marine life is minimal. During the first lesson of teaching, some students asked me: "Teacher, what is a sea cucumber?" "Teacher, what do squids and octopuses look like?" Although there are pictures in the text, they are not very clear, and students still have little understanding of these marine creatures. Cannot deepen. So how can we better enable them to understand the content of the text?

So there are the following teaching fragments:

Teacher: In the last class, some students asked the teacher "What is Sea cucumber? "What do squid and octopus look like?" The teacher brought photos of these undersea animals, shall we get to know these friends?

Students: (all answers) OK!

Teacher: Well, let’s see who can name these underwater friends first.

For squid, octopus, etc., the teacher will provide special guidance. Others only need to be recognized.)

Teacher: (When seeing sea cucumbers) Look, this is a sea cucumber. What does it look like?

Student: Sea cucumbers are fatter than earthworms. Why are they so black and have thorns on their bodies?

Student: Teacher, I saw it. The thing in the book that stayed on the rock was a sea cucumber.

Teacher: Yes, it seems that you already know this friend, Sea Cucumber.

Teacher: (When seeing the octopus) Who can describe what it looks like?

Student: Oh, I know, this guy with a round head is an octopus. I have seen it in books before.

Sheng: The octopus has many hands!

……

Teacher: Teacher was lucky enough to take videos of the activities of these undersea animals. Do you want to see them?

Students: (answered in unison) I think so.

Teacher: Okay, let’s take a look at how these undersea animals move.

[Play the video: The content is about sea cucumbers crawling, barracudas swimming, squid and octopuses moving, deep-water fish swimming, and some shellfish moving with the help of foreign objects. (Time: 3 minutes)]

(Students watched and discussed. After the video was played, the students were still unfinished.)

Teacher: Students, what did you see?

Student: Let me talk first. I saw the sea cucumber crawling very slowly.

Sheng: When I saw the octopus swimming, its many hands were paddling forward, and it was moving backwards. Why is it so strange? []

Student: Teacher, I saw the pike swimming very fast, like an arrow flying out.

Student: Why can’t I see the movement of the shell? ...

Teacher: The underwater world is so magical. So, how is the text introduced? Let's read the text. Ask students to read the third natural paragraph of the text by themselves and think: Here are several types of undersea animals introduced here, and what are the characteristics of their activities? Use a pen to underline the relevant words and phrases, then fill in the table below. [Show the table]

Animal name and activity characteristics

Sea cucumber muscles stretch and crawl, slow

Barracuda is fast

Squid and octopus use water The reverse thrust of the sea cucumber quickly retreats

The shellfish does not move on its own

The deep-water fish swims like twinkling stars

Teacher: In order to highlight the extremely slow crawling of sea cucumbers, How is the text introduced? (Hint: What explanation method was used.)

Student: The text uses the explanation method of counting numbers. "Sea cucumbers crawl by telescopic flesh and can only move forward four meters per hour."

Student: The text also uses a comparative method of explanation.

"Barracudas can travel dozens of kilometers per hour. When attacking other animals, they are faster than ordinary trains." This is a comparison of the swimming speed of barracudas and ordinary trains.

Student: The text also uses metaphors to explain. "There are also some deep-water fish that have their own light-emitting organs and swim like twinkling stars." This is a comparison of deep-water fish to twinkling stars.

(Guide to read the sentences in the text well and understand the expression of the text.)

Teacher: Suzhou also built an underwater world in 20xx. Many new friends have come to our underwater world, including seahorses, sea urchins, starfish, sea anemones, etc. Now, we are all commentators on the underwater world. Let’s also introduce the characteristics of their activities, shall we?

[Watch animations about underwater animals and students prepare. Teachers make rounds. ]

Student: Dear tourists, please look at this guy with thorns all over his body. His name is sea urchin. Sea urchins move slowly by adjusting their spines. ...

Student: Teacher, let me introduce sea urchins too. I think sea urchins move slower than a snail.

Teacher: That’s right, I used a comparative method of explanation.

Student: Look, this particularly beautiful thing is a sea anemone. It relies on the powerful suction cup at the bottom to firmly suck on the rocks and mud on the seabed. If you don’t look carefully, you will think it is just a sea anemone. A beautiful underwater flower.

(Continuing the introduction, the teacher encouraged students to use sentences and some explanation methods in the text. Students were enthusiastic.)

General comments:

Students are the main body of learning . However, how can students truly explore and learn when faced with learning content that is unfamiliar to them? Therefore, students' learning is also inseparable from the "leading" of teachers. Teachers carefully design the teaching process and students actively participate in learning. This is the perfect combination of our "teaching" and "learning". In the above teaching process, teachers are also constantly working hard.

1. Let modern information technology better serve teaching.

The implementation of a new round of curriculum reform has not only triggered changes in teaching concepts and teaching methods, but also triggered updates in teaching methods. Proper use of modern information technology can help teachers teach better, help bring into play the contagious role of Chinese education, stimulate students' interest in Chinese learning, and promote the improvement of students' thinking quality. During the teaching, students expressed that they did not know "what is sea cucumber" and "what do octopus and squid look like". Students’ doubts are the difficulties we need to overcome in teaching. In order to let students know about sea cucumbers, octopus, squid, etc., the teacher arranged a group of photos of seabed animals in the courseware and asked students to compete in naming them, which removed obstacles for students' learning. Learning and understanding the activity characteristics of seabed animals is also a focus in teaching. Due to limitations of time, scope and other conditions, it is impossible for us to allow students to visit the "underwater world", but modern information technology can help us see video materials of underwater animal activities. During teaching, when the teacher played a video of the activities of undersea animals, the vivid pictures stimulated students' interest in learning. They wanted to find out "how octopuses swim backwards" and "how shellfish move". From this, it was natural for students to enter into the study and accumulation of text language. The combination of videos and texts helps students understand more deeply that "sea cucumbers crawl slowly", "barracudas swim very fast", and "when deep-water fish swim on the bottom of the sea, the scenery on the bottom of the sea is particularly beautiful".

2. Pay attention to stimulating students’ interest in learning.

Our teaching is more important to awaken and stimulate students' awareness of active participation in learning, so that students have learning needs. Because interest is the driving force for children's cognitive activities, the best learning is when students have an intrinsic interest in what they are learning. As can be seen from the above teaching process, the teacher first brings the students into a learning atmosphere by looking at photos and competing to name animals. Students have a strong sense of competition, so when the teacher says there will be a competition to name animals, their attention is highly concentrated. They looked at the photos carefully, and under the guidance of the teacher, they were able to tell the appearance characteristics of "sea cucumber", "octopus", etc., and they could also find the corresponding animals in the pictures in the book, which paved the way for the following learning. After the students have become familiar with the activity characteristics of various underwater animals, the teacher proposes new learning tasks, asking students to study the text and become commentators of the underwater world. This kind of active learning is of interest to students. The students prepared carefully, devoted themselves wholeheartedly, and showed a high degree of subjective participation. In order to be good commentators, students must read the text carefully and learn the sentences and writing methods of the text; on the other hand, they must watch the relevant videos carefully. "Underwater World" Lesson Plan Chapter 4

Design Intention:

The "Guide" points out: "Every child has a seed of beauty in his heart. The key to children's learning in the field of art is to fully Create conditions and opportunities to germinate children's feelings and experiences of beauty in nature and social and cultural life, enrich their imagination and creativity, and guide children to learn to feel and discover beauty with their hearts, and express and create beauty in their own way. "Jinjing is a fishing port town located on the southeast coast of Jinjiang. It is rich in marine resources. Children are very interested in marine animals. At the same time, children in this class like to participate in music activities and are willing to perform with music, but they are not good enough in singing. Be bold.

Therefore, combined with the age characteristics and life experience of the children in this class, the song "Underwater World" with a bright rhythm was selected, and vivid and interesting animal images such as "little seashells", "little seahorses", "octopus" and "big sharks" were used to encourage Children express boldly, experience the lively and cheerful emotions of songs, and participate in activities actively and happily.

Activity content:

Small class music activity "Underwater World" (singing activity)

Activity goals:

1. Be familiar with the melody of the song , and initially learned to sing songs.

2. Use diagrams and actions to understand the lyrics and memorize them in situational performances.

3. Experience the lively and cheerful mood of the song, and actively and happily participate in the activities.

Activity preparation:

Use children’s works to arrange the venue; multimedia courseware; fish mother’s headdress.

Activity process:

1. Create situations to stimulate children’s interest in songs.

1. Practice voice based on the situation.

Introduction: Hello, children! I am a fish mother. Do you want to travel to the underwater world? Let's go together! (Play background music and pretend to be a small fish swimming in)

Look! What are the little fish doing? Let’s blow bubbles together too!

Practice and blow bubbles (12345|54321)

2. Introduce the song "Underwater World".

Introduction: A concert is going to be held in the underwater world, and many animals are coming to participate. Let’s take a look. Who is there? They are hidden in this beautiful song, children, please listen carefully! (Enjoy it in full) Summary: The little seashell, the little seahorse, the octopus, and the big shark all came to the concert. Do you know what this beautiful song is called? ("The underwater world").

2. Guide children to initially perceive the song structure according to the map, and use simple movements to express the song content.

Introduction: Each little animal participating in the concert will perform a show. Which one of the above little animals do you like best? What show did it perform?

1. Play clip 1 and show the corresponding map.

Teacher: What show is Little Beike performing?

2. Play clip 2 and show the corresponding map.

Teacher: Little Seahorse has also prepared a program. Let’s listen to it.

3. Play clip 3 and show the corresponding map.

Teacher: The octopus has used its special skills. Listen, it is coming!

4. Play clip 4 and show the corresponding map.

Teacher: The dangerous big sharks are here too. What happened to them?

3. Use diagrams and movements to become more familiar with the songs and initially learn to sing them in full.

1. Do you want to go to the concert? But we have to learn this song "Underwater World" before we can go there. Are you ready? (Teachers and children sing in full)

2. Add movements and sing the song.

(Teacher: Children can sit or stand up and sing together with the most beautiful movements.

Just now the teacher found many small animals with different movements. It’s really amazing! Others The children also make different movements! )

4. Encourage the children to boldly match the movements and perform the song.

Teacher: The Underwater World Concert is about to start. Let’s go together! The little animals had so much fun performing!

(End with music)

Activity extension:

Put music and headwear in the class music performance area, so that children can continue to perform songs.