The seventh-grade biology lesson plan plays a main-line role in the teaching system. It adapts to the goal requirements of talent training in the new era. I have compiled the Jiangsu Education Edition of the first volume of the seventh-grade biology lesson plan. I hope it will be useful to everyone. Helpful!
Sample of the Jiangsu Education Edition of seventh-grade biology lesson plan
Various ecosystems
Teaching objectives
1 Knowledge Objective: Tell the composition, type and characteristics of the ecosystem
2 Ability objective: Conduct investigations and cultivate the ability to collect and analyze data
3 Emotional attitudes and values ??objectives
(1) Feel the close connection between components within the ecosystem and between ecosystems, and establish the concept that organisms and the environment are inseparable.
(2) Establish the concept of protecting the ecosystem
The focus of this section: the composition, type and characteristics of the ecosystem
The difficulty of this section: the composition of the ecosystem .Types and characteristics
Preparation before class:
Teachers: Make courseware and flip charts
Students: Read books and materials, and check online for information about ecosystems to prepare Communicate in class; at the same time, prepare some hands-on materials and tools, such as glue, clipart, scissors, etc.
Teaching process
First lesson
Introduction: Hang up several wall charts about elephants, coral polyps, penguins and other animals on the blackboard, and invite students to Watch and think about where these kinds of creatures live?
Student: In the tropics, in the sea, in icy areas?
Teacher: In other words, they all live in their own specific areas. Is it right in the environment?
Student: Yes (answer in unison)
Teacher: When you walk on campus, you will see trees, flowers, and small animals in the grass. . In fact, these organisms and the environment in which they live together constitute an ecosystem. There are countless ecosystems on the earth, so do these ecosystems have the same characteristics? What other ecosystems are there on the earth? (Questioning method) By studying this section with everyone, you will have a preliminary understanding know. Are you familiar with ponds?
Student: Familiar
Teacher: A pond is an ecosystem. (The multimedia courseware shows a picture of the structural model of a pond) Everyone carefully observe this picture. Every four people form a group to discuss the following two questions, and one of the students will make relevant records.
(1) What components does the pond ecosystem consist of?
(2) What roles do these components play in the pond ecosystem?
Students: Observe and think carefully about the discussion
(Use a slide to display a table showing the components of the ecosystem to prompt students to think.) After 5 minutes
Teacher: Okay, now let’s ask everyone A representative of the group came to share the results of the discussion with everyone. (Students communicate while the teacher uses courseware to fill in the form)
Students can still fill in the form relatively well based on the diagram of the pond ecosystem, but have the students ever thought about the existence of everything? Inevitability, then what roles do these components play in this ecosystem?
(1) What role do green plants play in the ecosystem?
(2) In the pond What is the relationship between animals and plants?
(3) Where do the remains and excrement of animals and plants in the pond go? Which organisms are related to this process? Students: Whisper and have a heated discussion for 5 minutes
Invite student representatives to communicate. When talking about the role of plants in the ecosystem, students must be able to answer that it is a "producer" after reviewing the book materials. But it is not very clear why it is a producer. In order to enable students to better understand this problem, I replayed the two animations of photosynthesis.
(1) Two bell jars with a plant and a mouse placed at the same time. The mouse placed in the sun lived well, while the mouse placed in the dark died soon after. .
(2) The process of animals growing up day by day by feeding on green plants
It shows that green plants provide resources for the survival of other organisms. So green plants play the role of "producers".
Teacher: (Summary) After studying so much, do you have a preliminary understanding of ecosystems?
Student: Yes
Teacher: Biology Live in a certain environment and form an ecosystem together with the environment. Each plays a different role in the ecosystem and maintains the stability and balance of the ecosystem. Second Lesson
Teacher: Everyone learned about the components and characteristics of ecosystems in the last lesson. Okay, in this lesson, everyone will take out the prepared materials and tools and work in groups of four. Think back to the previous lesson. The knowledge learned is used to make an ecosystem model diagram, and everyone must actively use their brains to think about the role of each component. Okay everyone let's get started. 15 minutes
Each group will present their work.
Teacher: Everyone just simulated the pond ecosystem to make a model diagram, but do you think this is the only kind of ecosystem that exists in nature?
Student: No.
Teacher: What else are there?
Student: (There are many examples)
Teacher: The students know a lot, which shows that the students have learned a lot before class. The preparations are all serious, so let’s learn about the various ecosystems.
Use courseware to display various ecosystems such as: freshwater ecosystems, marine ecosystems, forest ecosystems, etc. And give a brief introduction to the characteristics of each ecosystem. However, because the ecosystem has also been damaged now, in order to enable students to realize its harmfulness, it is also demonstrated when talking about freshwater ecosystems and forest ecosystems. Two contrasting scenes. One is rippling blue waves, with fish and shrimp everywhere; the other is black water, lifeless. One is a lush and dense forest; the other is a bare forest without trees. Guide students to think about what causes these situations to occur?
Students: (Think and speak actively) Water is polluted by chemical plants; forests are cut down by humans, etc.
Teacher: Yes, in fact, many times the destruction of ecosystems is caused by human factors. So does the destruction of these ecosystems have anything to do with us humans? Does it have no impact on us at all? ? Student: No.
Teacher: What is the impact?
Teacher: We can no longer drink clean water; there is no fresh fish to eat; there is no wood, etc.
Teacher: The students are all right. Now that everyone knows their importance, what should we do? Student: Protect them and cannot destroy them.
Teacher: What should we do when we see them being destroyed?
Student: Stop it.
Teacher: Yes, we must protect our ecosystem. We need to develop in harmony with other ecosystems, so that everyone can live a better life, right?
Students: (answer in unison) Yes.
Reinforcement and feedback: Ability test P9 2, 3, 4
Blackboard design: Section 1: Various ecosystems
Plant producer )
Biological parts animal consumers (consumer)
Microorganisms? Decomposers (decomposer)
Ecosystem
Abiotic parts: Sunlight, air, water, soil, etc.
Teaching reflection:
Throughout the teaching process, students learned easily and enjoyed watching, and the atmosphere in the classroom was relaxed and active. Reflecting on this lesson, we have the following benefits:
Teachers must fully believe in students and discover their shining points. For students, especially those in the first grade of junior high school, the feeling of success not only comes from their own feelings, but also largely depends on the teacher's evaluation. In teaching, teachers' praise, even if it is unreal praise, is essential encouragement for them. Throughout the teaching activities, what I said the most was, "You are right." You have done a very good job and actively affirmed each student's "sparkling points", so that students can treat learning activities as a pleasant enjoyment because of their appreciation.
Research on the concept of biology teaching curriculum in junior high schools
1. Facing all students? The breadth of biology teachers’ vision
The author has been engaged in eighth-grade biology teaching all year round. The seventh grade faces greater pressure to take the National College Entrance Examination. However, due to teachers’ strength and emphasis, the biology teaching students receive in seventh grade is not enough to provide a foundation for students’ biology learning in eighth grade. Therefore, in eighth grade biology teaching, It is more difficult to be oriented to everyone. It is also under this situation that the author forced himself to explore a new idea, that is, "cloud classroom", which is a form of classroom organization that mainly occurs in the comprehensive consolidation stage after the teaching of new knowledge, that is, in the new teaching After knowledge, all students can achieve a comprehensive mastery of basic knowledge through "Cloud Classroom". Cloud is a computer technology, behind which is actually the maximum utilization of network-based computer resources. Draw on this idea in the classroom and follow three steps: first, let students recognize their own degree of mastery to determine whether they are helpers or seekers; second, find the object of help or help; third, interact. Biology classes can give students such time and space. As long as teachers do their only job - monitoring, students can quickly find their partners, thereby completing the transfer of knowledge and the exchange of learning ideas between students. Two basic tasks need to be done here: first, explain the ideas of the "Cloud Classroom" to the students, so that the helpers realize that helping others can consolidate their own knowledge, and let the helpers realize that the classmates' ideas are sometimes better than the teacher's ideas; second, It is to clarify the requirements for help and interaction with students, that is, efficiency is the priority and no time is wasted. In fact, facing all students determines the teaching vision of biology teachers, reflects the teacher's ability to grasp the academic situation, and also reflects the teacher's ability to control the classroom. In the author's opinion, this kind of control is not reflected in the uniformity of students' learning activities, but in the ability of students to find learning resources as quickly as possible driven by their learning needs.
2. Improve biological science literacy? What is the level of biology teaching in junior middle schools?
Subject literacy is a content that is particularly emphasized in the curriculum standards. Regarding biological science literacy, some researchers have proposed that in the traditional sense The "double base" is not completely equivalent to biological science literacy, but only a part of biological science literacy. What does the complete biological science literacy include? By studying the curriculum standards and studying some examples in the history of biological development, we can find that biology, as a natural science, scientific literacy in junior high school biology teaching also includes students’ inquiry ability. , the ability to acquire knowledge and the ability to apply knowledge; including students' scientific thinking style and emotional attitude values; also includes students' learning interest, scientific attitude and scientific spirit. Obviously, it is empty to talk about these concepts without the learning of specific biological knowledge. The author's point of view is that only by making breakthroughs in these aspects can the emphasis on improving students' scientific literacy in biology teaching be implemented. For example, in the teaching of "Transport of Substances in the Human Body", the teacher asked the question of "Take the pulse and diagnose the disease" to guide the students' thinking to inquiry, and then guide the students to design and feel the beating of blood vessels, observe the types of blood vessels, observe the hearts of mammals, and observe Through activities such as the stratification phenomenon of blood, we can realize that the movement of substances in the human body is inseparable from blood. In order to prevent the contingency of activity results, teachers also need to make students realize that activities similar to feeling the beating of blood vessels often require more than three repeated measurements. After students understand the relevant knowledge about the transportation of substances in the human body through exploration, they need to have a process of applying the knowledge in unfamiliar situations. For example, why does the pulse beat? Will the number of pulses per minute be different between male and female students? Under what circumstances will the number of pulse beats change? These questions can effectively stimulate students' awareness of using knowledge, so that students' learning can go through the traditional meaning. Live learning and reaching the state of "flexible application", and only in the process of application, students will have a deeper understanding of the knowledge gained through exploration.
3. Advocating inquiry-based learning? The depth of learning methods of junior high school students
Obviously, if you look at research-based learning from the perspective of students generating knowledge, you will find that research-based learning has a deeper depth. , which requires students to independently use their own knowledge, learning habits, and learning abilities to generate new knowledge. This is obviously a new challenge for junior high school biology teaching. Even after more than ten years of running in, it has not actually become Universal teaching methods. The author has also tried it through many teaching cases in these years. For example, in the "Transport of Substances in the Human Body" mentioned above, in the teaching section, the author once led a class to observe the stratification phenomenon of blood. I conducted a small research study with five or six students in a class. One of the children had the conditions to obtain fresh pig blood. The author gave him a reagent bottle containing an appropriate amount of sodium citrate and asked him to bring some blood. During the research During the process, students were able to observe the composition of blood at close range, clearly observe the phenomenon of blood stratification, and even roughly judge the volume relationship (volume ratio) between plasma and blood cells. Students are very interested in this kind of research-based study, and the activities of these students at the beginning of eighth grade can arouse other students' interest in biology learning. Therefore, objectively it also plays a role in motivating the whole group and improving students' biological science literacy. , it will become a natural thing that more students are willing to participate in subsequent research activities.
Author: Yang Jinhua Unit: Nanyuan Middle School, Qidong City, Jiangsu Province
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