Chapter 1: Teaching objectives of flowers and plants are really beautiful:
1. Knowledge and skills
(1) Know that flowers and plants are alive, and know how to care for them.
(2) Cultivate the ability to observe and draw conclusions independently.
2. Emotions and attitudes
(1) I like to observe and discuss with my classmates and get along well with them.
(2) I like flowers and trees, and I can protect them.
3. Behavior and habits
Develop a good habit of observing and exploring.
4. Process and method
According to the materials provided by the textbook, establish the theme of the activity and stimulate the interest in exploring the mystery of flowers and plants. Teaching emphases and difficulties:
1. Focus
(1) Cultivate the ability of independent observation and drawing conclusions.
(2) Know that flowers and plants are alive and know how to care for them.
2. Difficulties
(1) Cultivate the ability of independent observation and drawing conclusions.
(2) Know that flowers and plants are alive and know how to care for them.
Instructional design:
Teaching preparation
Teacher prepares 1. Collect information on how to care for flowers and plants. 2. courseware.
Student preparation 1. Get to know the flowers and trees around you before class, and know their characteristics and names.
2. Go to the park with your parents and learn how to care for flowers and trees.
Chapter 2: Flowers and plants are really beautiful. First, let's go to see flowers and grass.
1. Teacher: Students, do you often go to the park? Have you ever seen beautiful flowers and trees?
The student replied: We often go to the park. We saw many beautiful flowers, grasses, trees and ginkgo trees in the park. ...
2. Let's read a poem: Trees have life, flowers have life, and grass has life. They will sprout, blossom and bear fruit. Seeds fall to the ground and new buds grow. ...
Teacher: After reading this poem, let's talk about which grasses and flowers we have seen.
The student replied: I have seen green radish, Sophora japonica, Chinese rose, peony, willow, poplar, grass, chrysanthemum … Teacher: Students know so much! Let's go to the park and have a look! The teacher plays the picture on page 23 of the textbook, and the students name the flowers and plants under the guidance of the teacher.
Second, take care of flowers and plants.
Teachers show courseware, the contents are as follows:
The flowers in the park are so beautiful. Pick one to take home!
What a beautiful lawn! Let's go in and play!
I found a potted flower. I'm taking it home!
There are flowers all over the lawn. Pick one!
Hang your schoolbag on a twig, and then you can play around!
Teacher: Are these practices correct?
Students discuss in groups and speak actively.
Teacher: Have you discussed it? Let's judge one by one. Students are welcome to express their opinions.
The teacher summed up: beautiful flowers will wither when picked, and others can't appreciate them. At the same time, we can't take flowers from public places home casually, and we can't play on the lawn at any time. In addition, when young trees grow, they hang schoolbags on them, and the branches are curved. Xiaoshu will be very angry. Therefore, we should take care of flowers and trees.
Teacher: Next, let's discuss how to care for flowers and plants in groups.
Tip: water the young trees; Planting trees; Stop it in time when you see your child picking flowers; You should stop the children from trampling on the lawn in time. (Students discuss and draw a conclusion, and the whole class communicates)
Design intention: This link is close to students' real life, pays attention to students' active observation, discussion and summary, encourages students to participate in group discussions and actively expounds their own views, cultivates students' cooperation and inquiry ability, and greatly promotes students' self-confidence and sense of justice.
Third, be careful of the flowers and plants in front of you.
Teacher: There are many flowers and grasses around us, which bring different scenery to our life. With them, it is inevitable that you will get hurt. Let's have a look. Show the pictures on page 25 of the textbook and guide the students to discuss them one by one.
Students discuss according to the pictures, and the group representatives speak.
Teacher's summary: Figure 1 shows that some flowers and plants have thorns on their stems. Pay attention to observation when touching them with your hands to avoid cutting your hands.
Chapter 3: Flowers and plants are really beautiful. Activity objectives:
1, feeling the beauty of nature is diverse and ubiquitous all year round.
2. Feel, discover and explore the beauty of nature in your favorite way.
If you know how to love nature, you must live in peace with nature.
Activity focus: Feel, discover and explore the beauty of nature.
Difficulties in activities: If you love nature, you must live in peace with it.
Activity preparation:
Multimedia courseware, tape recorder, magnetic tape
Hair accessories such as trees, flowers, grass, frogs, hunters, birds and locusts.
moving target
1. Students perceive the beauty of nature as a whole and initially feel that beauty is diversified.
2. Students know how to be close to and love nature.
Activity focus: Feel, discover and explore the beauty of nature.
Difficulties in activities: If you love nature, you must live in peace with it.
Activity process
First, the story of Barefoot Fairy is introduced: It is said that there is a distant and unique person in the Heavenly Palace.
Fairy, no matter visiting relatives and friends or going sightseeing, no matter whether it is cold or hot, never wears shoes all year round and always goes barefoot, so she is called barefoot fairy. So, do you know why he always goes barefoot all year round?
Second, after listening to the story, students may make various conjectures with great interest. At this time, the teacher can contact the phenomenon that many farmers in rural areas still love to work barefoot and ask the students: Are you willing?
Let the feet put in socks and shoes be liberated, contact the earth directly, and have a warm hug with Mother Earth? After the students are sure that they will really be allowed to walk barefoot, let them voluntarily form several groups to discuss where they can walk barefoot on campus. Teachers can advise everyone to walk around barefoot and experience the feeling of walking on different roads (such as playground, lawn, bunker, stone steps, mud and so on). ), and then choose two or three of them for a walk according to their preferences. Barefoot students are excited to run and play around the campus, feel the novelty of being close to the earth and experience the fun of returning to nature.
Third, discussion and exchange: after returning to the classroom, students may be unable to restrain their joy and excitedly exchange their feelings of walking around barefoot. Teachers can seize this favorable opportunity to guide students to recall a spring outing or play activity according to their life experience, and talk about their own experiences in the activity to further feel the beauty of nature.
Fourth, activity extension.
Teachers can advise students to discuss with good friends or parents after class, and what other ways can be close to nature.