Biology (English: Biology, also known as living body, organism) is a living individual. The most important and basic characteristic of organisms is their metabolism (also known as secretion) and heredity. Organisms have anabolism and catabolism, which are two opposite processes and can reproduce. This is the basis of life phenomena. Nature is composed of living and non-living matter and energy. Inanimate things (including matter and energy) are called non-living things (metabolism is the most essential difference between living things and non-living things). Next is the high school biology lesson plan design I compiled for you, I hope you like it!
High school biology lesson plan design 1
Expression of genes
1. Analysis of teaching materials
1. Status and role
Heredity is a common life phenomenon in the biological world and one of the basic characteristics of organisms. It is the most basic characteristic of organisms-metabolism. On the basis of the process of reproduction and development, the relative stability of species in the biological world is maintained. "The Nature of Genes" and "Gene Expression" are based on the molecular and cellular parts of junior high school biology courses and high school biology (compulsory) textbooks, and further elaborate on the material basis and working principles of inheritance from the molecular level. It is an important basic knowledge in the chapter "Heredity and Variation" in the high school required textbook, and is one of the key points and difficulties in this chapter. This content occupies an important position in the college entrance examination. The structure and replication function of DNA molecules and the expression function of genes have always been required content in the unified examination and the college entrance examination. At the same time, this part involves a lot of experimental and molecular knowledge, and also contains concepts that are easily confused by students. In the review class, knowledge points such as DNA as genetic material, the structure and replication function of DNA molecules, and the expression function of genes are discussed from different perspectives. Different levels of repetition and comparison enable students to have a deeper and more comprehensive understanding of the structures and functions of chromosomes, DNA and genes, as well as the relationships between them.
2. Arrange two class periods
3. Academic situation analysis
High school sophomore students already have the ability to think, summarize and reason. The students in the class I teach The overall quality is good and the thinking is relatively active. During the review stage, if appropriate guidance can be given to classify and adapt the knowledge learned, students can summarize and organize the topics and experience the process of thinking and summarizing, so that they can The sublimation of learning knowledge is in line with the cognitive level of students.
4. Selection of teaching strategies
In review classes, it is extremely common for teachers to fill the class with words. Students must recall and master a large amount of knowledge in just one or two classes. It is a boring learning process. The new curriculum reform concept requires that students' subjective initiative should be brought into play in the teaching process. In this review lesson, the same and similar knowledge points are selected and classified, and corresponding examples are given. Through the teacher's explanation of the examples and the students' discussion of the expansion questions, students' mastery of knowledge is deepened; thereby achieving review and consolidation. The purpose of knowledge. The goal is to use knowledge points to help solve problems and solve problems to help consolidate knowledge points.
2. Educational objectives
1. Knowledge objectives
Through review of corresponding knowledge points and questions, students can master:
(1) The process of confirming that DNA is the main genetic material;
(2) The process of DNA guiding protein synthesis and the quantitative relationship therein.
2. Ability objectives
Through the recall of scientists’ research and experimental processes, students can further understand the scientific research ideas, follow the design principles of experiments and adopt some scientific methods; through the knowledge The classification and analysis of points cultivate students' habits and abilities to think diligently and consciously summarize and summarize the knowledge they have learned.
3. Emotional goals
Cultivate students’ active and scientific thinking methods, rigorous learning attitude, diligent thinking, and the ability to summarize and apply the knowledge learned in a timely and accurate manner .
3. Key points and difficulties of teaching
1. Key points of teaching
(1) Several major experiments to verify that DNA is the main genetic material;
(2) DNA guides the protein synthesis process
2. Teaching difficulties
(1) The relationship between several genetically related substances;
(2) The position of RNA in the process of DNA-guided protein synthesis;
(3) The calculation problems that arise in the process of DNA-guided protein synthesis.
IV. Teaching process
Teaching process (see Figure 1)
Figure 1
Teaching process
(1) Import
Genetic material is the basis of heredity and variation and plays an important role in the entire process.
Purpose: To stimulate students’ active recall and clarify the interconnections between various genetic materials through the relationship diagram between materials. Leads to review topic: Basis of genetic material.
Ask a question: What are the genetic-related substances mentioned in the content learned in this chapter? What is the relationship between them?
Student activities: Combine all Discuss the knowledge learned, answer the questions about the types of genetically related substances learned, and draw a diagram of the relationship between them.
(2) Review
Briefly review the nature of genes and gene expression content
Purpose: Let students fill in forms and look at pictures. During the process, further recall the memorization and understanding content required by the outline.
Review content: (1) Two classic experimental processes that prove that DNA is the main genetic material;
(2) Molecular structures of dna and rna;
(3) DNA replication, transcription and translation processes.
Student activities: Fill in the chart and answer the questions based on the projected content.
(1) Pneumococcal transformation experiment
Experimental process and results
Conclusion (fill in based on experimental phenomena)
(a) R-type pneumococcal infection, mice do not die
r-type bacteria are non-toxic
(b) s-type pneumococcal infection, mice die
S-type bacteria are toxic
(c) Inactivated S-type pneumococci infect mice, but the mice do not die
Inactivated S-type bacteria are not toxic
< p> (d) Live r-type bacteria + inactivated s-type bacteria infected mice, and the mice diedThe inactivated s-type bacteria contained a "transformation factor" that transformed the r-type live bacteria into s-type Bacteria
(e) R-type live bacteria + S-type bacteria dna → S-type bacteria
DNA is the substance that causes stable genetic changes in R-type bacteria, so dna is genetic Substance
(f) type r live bacteria + type s bacterial protein → only type r bacteria
(g) type r live bacteria + type s bacterial capsular polysaccharide → only type r Bacteria
High School Biology Lesson Plan Design 2
Section 5 Stability of Ecosystem
Teaching Content Teacher Activities Student Activities Design Intention
Introduction of situation creation review
New course learning
The first link: Ecosystem stability
The second link:
1. Ecology System self-regulation ability
2. Explore: How does the grassland ecosystem maintain stability?
The third link: knowledge transfer and application
Consolidation review
Organize students to observe and guide observation methods to find out the food chain in the ecological bottle. Question: Why do the organisms in some ecological bottles survive for a long time, while the organisms in some ecological bottles die quickly?
1. Organize students to read independently and guide students to find out the existence in Kaiba Forest of food chains and food webs. and participate in search activities.
2. Question: What was the state of Kaiba Forest before 1906? (PPT display)
(Conduct developmental evaluation and multi-evaluation of students. Teachers participate in student group discussions and guide Student analysis)
3. Explain the specific content of ecosystem stability.
4. Why could the Kaiba Forest remain stable before 1906?
5. Analyze why the organisms in the ecological bottles made by some students can survive for a long time?
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6. Summarize the concepts and write them on the blackboard.
Question string design (PPT display)
1. Which organism in the picture reaches the first peak in quantity earliest? How do you understand this?
2. Which biological species reached its peak last? Can its order be changed? Explain your reasons.
3. What other patterns can you see from the picture? Can you explain this pattern?
4. Share with your group of classmates what this pattern does to the ecosystem. Function?
Evaluate students’ answers
Guide students to ask questions and make hypotheses.
Formulate activity rules and procedures and organize teaching.
The rules are as follows
a. Each person prepares three headdresses of grass, rat and fox.
2 b. The order of appearance is grass → rat → fox. The number from small to large indicates the change in the number of creatures.
c. If a student playing the role of grass is caught by a classmate playing the role of a mouse, it means that he has eaten it. If the student wears a mouse headdress, it means that the grass will decrease and the mice will increase, and so on.
d. When the latter creature outnumbers the former creature by 1:2, the predation stops, and some students change to another headgear to indicate the partial death of this creature.
e. About 3 parts of the preyed 'rats' were replaced with 'grass' and 1 part was replaced with 'foxes'. The game ends when it is roughly restored to its original proportions.
Teachers guide students to summarize
1. Through the above game, can you tell why the grassland ecosystem has a certain self-regulation ability?
2. Guidance Students read 84 pages of the textbook, which is about the ecological system having certain self-regulating capabilities. And write on the blackboard.
1. Guide students to analyze the reasons for the success or failure of the ecological bottles based on the knowledge they have learned.
2. Can the ecosystem below remain stable? (PPT shows pictures of the ecosystem)
1. What did we learn in this lesson?
2. What insights do you have?
Assignment: Study case practice
Blackboard design
Section 5: Stability of the ecosystem
1. The concept of ecosystem stability
The ability of an ecosystem to maintain or restore its own structure and function to be relatively stable.
2. The cause of ecosystem stability—self-regulation ability
1. Negative feedback regulation - the basis of the self-regulating ability of the ecosystem
2. The limits of self-regulating ability
3. Resistance stability and recovery Force stability
IV. Measures to improve the stability of the ecosystem
V. Design and make ecological tanks and observe their stability
Group discussion and communication. Observe the eco-bottles made before class, discuss the production process, and find out the relevant food chain (each group exchanges eco-bottles).
Read the first natural paragraph of the activity "Analysis of the Causes of the Destruction of the Kaiba Forest" on page 82 of the textbook, and write down the food chain and food web that exist in the Kaiba Forest.
1. Read the 84 pages of the book about maintaining the stability of the grassland ecosystem, analyze and write out the food chain that exists in it,
2. Compare the figure "Automatic adjustment curve of the ecosystem" Interpret.
Students answer after discussion
3. Read textbook page 85 [small information] 'The dung shell beetle that traveled across the ocean'
Ask a question: On the grassland What is the relationship between the numbers of various organisms so that the ecosystem can maintain stability?
Make a hypothesis: Only when the number of various organisms on the grassland reaches a certain proportion can the grassland ecosystem maintain stability.
Students recall and reproduce the core content of this lesson.
Students answer their own gains and develop a love for nature and improve their awareness of environmental protection. 1. Understand the students’ extracurricular experiments and evaluate them.
2. Let students understand the structure and function of the ecosystem and better introduce new topics.
Through students’ analysis of ecological bottles and book “activity” materials, sufficient background materials are provided to help students construct key concepts.
Promote students to actively participate in learning and pay attention to the learning process. The concept formed in this way will have distinct personality characteristics rather than an empty shell concept.
The essential connotation of "ecosystems have the ability to self-regulate" is relatively abstract. Through the reading and discussion of materials, the design of question channels helps students understand and construct knowledge, and also improves students' skills.
Reflects the concept of inquiry learning
Through vivid activities, students can have a deeper understanding of the self-regulation ability of the ecosystem. Cultivate students' cooperation and innovation abilities. It also enlivens the classroom atmosphere.
Induction improves formation ability
Through students’ recall and discussion, they deepen their understanding of the content of this lesson and recognize the significance of the harmonious development of man and nature and the protection of the environment.
Teaching Reflection
1. Organize students to make their own ecological bottles before class, which is conducive to training students' experimental operation abilities. It also improves the spirit of cooperation and innovation awareness.
2. Through the observation and questioning of self-made ecological bottles during class, students' curiosity for knowledge was stimulated, thus creating a good learning atmosphere. From the very beginning, he grasped the students tightly, and you can see the students eager to try in class.
3. In the new course teaching, students’ emotions are guided to the analysis of teaching materials and activity data. Most of the carnivores in the Kaiba Forest are killed, while the number of black-tailed deer first increases and then decreases. Triggering students' thinking conflicts and raising their emotions again.
4. A series of questions in the classroom lead students to deepen their thinking and achieve a leap from perceptual to rational, from concrete to abstract. Students' thinking is in a positive state, achieving classroom efficiency.
5. Role-playing activities pushed the class to a climax. Students have experienced the baptism of knowledge construction, better emotional experience, and a sense of physical and mental happiness.
High School Biology Lesson Plan Design 3
Meiosis Review of High School Biology Lesson Plan
Knowledge Essence:
Master the concept of meiosis and relevant knowledge Formation of sexual reproductive cells, changes in chromosome behavior during meiosis, the number of chromosomes, DNA, and chromatids; understand concepts related to homologous chromosomes, synapsis, tetrads, etc.; master the first and second divisions of meiosis The main difference; and the difference between meiosis and mitosis.
Write down the chromosomes, chromatids, DNA molecules, and number of homologous chromosome pairs in the table below (2N=4)
Spermatogonia, primary spermatocytes, subgroups of spermatocytes Cell sperm cell
Chromosome (bar)
Chromatid (bar)
DNA (piece)
Homologous chromosome (pair) )
Comprehension of question examples:
Example 1. The picture below is a diagram of the changes in DNA content in an oogonia of a female frog during the reproductive process. For the convenience of research, the cell divides into two In the future, only one of them will be measured. Please analyze and answer:
(1) The phenomenon that occurred in time b is _______. The cells in time c are called _______ cells.
(2)c→d→e is ______, and the cell at e is called ________.
(3) The process from e→f→g is ________, and the cell at g is called _______.
(4)h→i means _________ effect has occurred, and the cell at i is called ________.
(5) After i, ___________ division will be carried out and enter the ________ stage.
Analysis: The combination of meiosis and fertilization plays an important role in students' understanding of the essence and significance of meiosis. The solution to this question mainly relies on solid basic knowledge.
Answers (1) Chromosome duplication in primary oocyte (2) Meiosis is the first division of secondary oocyte or polar body (3) Meiosis is the second division of egg cell or polar body (4 ) Fertilized zygote (5) Development of mitotic embryo
Example 2. The picture on the lower right is a diagram of the cell division pattern of a diploid organism. According to the picture, determine which of the following statements is correct
①The cell may be a secondary spermatocyte or a secondary oocyte or a polar body
②The cells 1 and 2 , 3 and 4 are homologous chromosomes
③There are two sets of chromosomes in this cell, 1 and 2 are a set, and 3 and 4 are a set
④In this cell, If 1 is a Y chromosome, then 2 is also a Y chromosome,
3 and 4 are autosomes
A. Only 1 statement is correct B. Only 2 statements are correct
C. Only 3 statements are correct D. All four statements are correct
Analysis: Strengthen the understanding of the meiosis process and grasp the characteristics of cell division: This picture shows the second meiosis In the late stage of division, and the cytoplasm divides equally, so only statement 4 is correct, the answer is A
Self-evaluation
1. Materials for observing the effects of the tetrad period ( )
A. Germinal layer B. Young stigma C. Young anther D. Mature anther
2. A certain spermatogonia of an individual with genotype YyRr, which undergoes reduction After division, the four types of sperm formed are ( )A, 1 type B, 2 types C, 3 types D, 4 types
3. The picture below shows the cell division in the same animal. A set of images, which of the following statements is correct
A. The cells with homologous chromosomes are only ② and ③
B. It is impossible for the above cells to appear at the same time in animal testicles
C. There is no genetic recombination in the cells shown in ③.
D. The cells with 8 chromosome monomers are ①②③
4. Among the following descriptions Wrong: ① Half of the total genetic material in the fertilized egg comes from sperm ② The spermatogonia of Drosophila contain 4 pairs of chromosomes, and the sperm formed by meiosis contains 2 pairs of chromosomes ③ Both sides of the male vas deferens are covered After ligation, the testicles can still produce sperm, and the secondary sexual characteristics will not change ④ During the process of sperm cells forming sperm, all the nuclei are in the head of the sperm, and all the cytoplasm is in the tail of the sperm
A. ①③④ B. ①②③ C. ②③④ D. ①②④
5. According to scientists’ research, during the process of transforming a sperm cell into a sperm, the nucleus becomes the head of the sperm; part of the cytoplasm becomes the neck and neck of the sperm. Tail; most of the cytoplasm and most organelles are discarded; but all mitochondria remain and are concentrated in the neck. The explanation for this phenomenon is:
(1) The cell nucleus contains ______________ to pass it on to the next generation.
(2) Discarding most of the cytoplasm and organelles can make the sperm size ______ and move _______.
(3) The rapid movement of sperm mainly depends on the swing of ___________, and its movement power is mainly generated by ____________.
(4) The significance of retaining all mitochondria is that mitochondria are ___________ places, and through the physiological activities of mitochondria, the ____________ required for sperm movement is formed.
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