1. Analysis of academic situation
Children are naturally willing to get close to water, like water, and have a strong interest in water. They experienced freedom and happiness while playing in the water, and their emotions became relaxed and happy. Through the study of the theme "Interesting Water", children's understanding of water is no longer just some perceptual experience, but more concerned about the properties of water, its uses and other aspects. After a period of exploration of water, I found that after children had a relatively comprehensive understanding and in-depth analysis of the characteristics of water, they shifted their attention to the relationship between water and surrounding things. In addition to playing with water, many children also use stones, water pipes, buckets and other auxiliary objects and tools to further explore the characteristics of water. In addition, young children also begin to use small experiments to observe, discover and explore to gain experience.
2. Analysis of teaching materials
The story of "The Crow Drinks Water" has been passed down from generation to generation and has become a household name. Everyone knows the reason: adding stones to the bottle can raise the water level, and the crows can drink the water. But few people have done experiments. If the amount of water in the bottle is too little, even if stones are added, the crows will not be able to drink the water. In an unintentional scientific experiment, the children made new discoveries. After we told the children the story of the crow drinking water, we asked the children to go home and do this experiment. The next day, a child told me that he had done an experiment, and the result was that the water did not reach the mouth of the bottle, and the crows still couldn't drink the water. In order to verify whether his findings were correct, I personally conducted experiments and found that whether crows can drink water is related to the amount of water in the bottle. In addition, I also found that there are many factors that affect whether crows can drink water. To this end, I designed this highly operational, exploratory and tentative learning activity - crows drinking water - based on the cognitive level of senior class children and the phenomena discovered by the children themselves.
The goals of this activity are twofold:
1. Understand the reason why the crow can drink water in "Crow Drinks Water".
2. Through experiments, understand the relationship between the rise in water level, the size of the physical object and the amount of water.
This event is mainly divided into three links. In the first session, the story "Crow Drinks Water" is used to introduce the topic and let children understand that if stones are put into the water, the water will rise and the crow can drink the water. And let the children verify through experiments that the crow's method really works. In the second step, two pictures are shown. In the first picture, the stones are the same, but one cup of water is more and one cup is less. In the second picture, there is the same amount of water and the same number of stones, but the sizes are different. Let the children observe the pictures, find out the similarities and differences in the pictures, and guess if the crow puts the stone into the four cups above, can the water crows in the four cups drink? Then let the children do experiments in groups to verify their conjectures and record the experimental results. After the experiment, one child from each group was asked to describe their experimental results based on the experimental records. The third link is the game. Through games, children can discover that not all physical objects placed in water can make the water surface rise.
The entire activity reflects the teaching characteristics of layered advancement and step-by-step implementation. Based on the belief that children are the masters of learning, we strive to create a good exploration environment and try to use cooperative learning to allow children to actively participate in experiments, experience the fun of cooperating with peers to conduct experiments, and exchange experimental results.
3. Activity goals
1. Understand the reason why the crow can drink water in "Crow Drinks Water".
2. Through experiments, understand the relationship between the rise in water level, the size of the physical object and the amount of water.
IV. Activity preparation
1. Listen to the story "The Crow Drinks Water" beforehand.
2. Each group has a record sheet and two trays. There are two piles of the same stones and two cups of water in one tray (one cup has more water and one cup has less water); the other tray has two cups of the same amount of water and two piles of the same number of stones of different sizes.
3. Buckets, bricks, stones, coins, scissors, plastic toys, wooden blocks, foam balls, rubber balls, etc.
5. Activity process
(1) Story introduction, conversation lead
Question: Do you still remember the story "The Crow Drinks Water"? How did the crow get the water in the end?
Why can crows drink water when they put a stone into a bottle?
Is this really the case? Let's try it together.
Operation: Provide a cup with water, and ask a child to put a stone into the cup to see if he can actually drink the water.
Summary: It turns out that when the stone was put into the cup, the stone occupied the water, causing the water surface to rise to the mouth of the bottle, and the crow drank the water successfully.
Question: Can a crow drink water if a stone is placed in a cup with water?
(2) Group experiments to verify conjectures
1. Show the picture in ppt and ask the children to guess whether they can drink all the water in the bottle in the picture? (Two pictures, in the first picture, the stones are the same, but one cup of water is more and one cup is less; in the second picture, there is the same amount of water and the same number of stones, but the sizes are different)
( 1) Show picture 1
Question: Ask the children to look for the same places and different places in this picture.
Summary: The stones on both sides of the picture are the same, but the amount of water in the cups is different. One cup has more water and one cup has less water.
(2) Show picture 2
Question: Children look for the same places and different places in this picture.
Summary: The two glasses of water in the picture have the same amount, but the stones are different. The stone on one side is larger and the stone on the other side is smaller.
Question: If the crow puts the stone into the four cups above, can the crow drink all the water in the four cups?
2. Children conduct experiments by themselves, verify their conjectures, and record the experimental results.
Make a request: first discuss in a group, select one child to do the experiment, one child to observe, and the other child to take notes. The bottles in a tray are a set of experiments. After one set of experiments is completed and recorded, another set of experiments can be done. In addition, when doing the second set of experiments, you need to record the number of stones thrown.
Operation: Provide each group of children with a recording paper and two sets of experimental water and stones. The teacher will provide guidance and reminders while the children operate.
3. Ask one child from each group to tell the results of the experiment based on their group’s records.
Question: What did you discover through experiments? Please tell everyone your experimental results.
Summary: Through the first set of experiments, we found that if there is too little water in the bottle, it will be useless no matter how much stones are put in. Through the second set of experiments, we found that the pebbles were placed in the bottle and the crow drank the water. Because the big rocks occupied the place where the water was, the water filled up. The small stones take up less space and cannot be filled with water.
(3) Game: What materials can help water overflow?
Materials: Buckets filled with water, large and small stones, coins, foam balls, wooden blocks, plastic toys, etc.
Content: Using the principle of crows drinking water, by putting in various materials , causing the water in the bucket to overflow. The team that lets the water overflow first wins.
Question: What materials can be put in to help the water overflow?
What materials can be placed to make the water overflow faster?