Snail original, third grade primary school Chinese
In the yard, Qingqing, a little girl who lives next door, is sitting on a small bench, fiddling with a small snail on the ground, and singing in her mouth: "Snail, snail, come out first, then come out ..." Listening to that beautiful ballad, I seem to have returned to my childhood.
I remember when I was a child, whenever it rained, my friends and I would go to the wet wall to catch snails. Snails always hide in a hard shell in the shape of a circular spiral (luóxuán) and refuse to come out. So we put them on a flat stone, sang songs and watched their movements. In a short time, a pair of small black eyes came out of the hard shell, looked around for a while (xún), and slowly poked its head out until it felt that there was no danger around (wü i). If you touch it gently, it will retract its head immediately. Hey (hēi), what a coward (guǐ)!
Once, I put a snail on the wall to see how it crawled on a vertical plane. It crawled slowly, and its long neck (bó) and heavy shell on its back fell like big stones. It can be seen that it climbs very hard. For a long time, it left a winding trail (hén) behind it. I'm a little impatient, but it keeps climbing tirelessly, only sometimes it stops to catch its breath and then continues to climb. I tried to Doby it, but as soon as I touched its tentacles, it shrank hard, fell off the wall and fell to the ground with a bang. I was really worried that I would break it, so I quickly bent down to look at it. Who knows, after a while, it poked out its little head again, and a pair of tentacles swung from side to side, as if to say, "Never mind, I didn't break it." I thought it would be afraid (wèijù), shrink back and give up its efforts to climb the wall. However, it climbed up the wall again and tried to move up (nuó) bit by bit. It's really "nothing is difficult in the world, as long as you are willing to board (pān)"! I began to admire it, so I watched it climb patiently. Finally, after a long journey of tens of minutes (tú), we reached the top of the wall. It turned its little head and lowered its head, as if to say, "Did you see it? I succeeded! "
Snail teaching plan for grade two and grade three in primary school
Teaching objective: 1. Experience purposeful preliminary activities observed and described in a certain order. After preliminary observation, I asked questions and found more observable content.
2. Experience the fun of studying small animals.
3. Understand the physical characteristics of snails and their food.
Teaching preparation:
1. Snails for group or individual observation, containers for snails, magnifying glasses, recording paper and pens.
2. Foods for snails to choose from, such as cucumbers, apples, vegetable leaves, bread or steamed bread cut into small pieces; Some foods with pungent smell, such as onions and garlic.
3. Objects or pictures of objects with spiral structures, such as conch shells, discoid mosquito-repellent incense, whirlpools, winding stems of morning glory, climbing stem tentacles of grapes, etc.
4. Prepare several questions about snail shells and open up new observation contents.
Teaching process:
First, have you ever observed snails? Can you tell me the body of a snail? Have you ever observed snails with a magnifying glass?
Second, observe the snail's body with a magnifying glass.
1, observe the preparation of snails. Distinguish the snail shell from the snail body, and determine the snail as the focus of this observation; Determine "know the snail's body and answer' what is the snail's body'" for observation purposes;
2. Put forward the requirement of observing according to a certain observation order: observe the head, abdomen and tail of the snail in turn. Focus on the head and observe the eyes, tentacles and mouth of the head.
3. Conduct observation activities in the form of groups or individuals.
4. Describe the observed snail body. Try to describe the characteristics of snail body in a certain order and in a certain order.
Third, the observation of snail shells.
1. Discussion on observing snail shells. Have you ever observed snail shells? What is the shell of a snail? How observant will the observation of snail shells be?
2. Observation and discussion of spiral on snail shell. Observation content of snail shell spiral. Observation and description of spiral shape and spiral name. How many turns did the spiral turn? How to calculate? The development direction of the spiral, left and right.
3. Left-handed snails and right-handed snails; A curl of hair; Conch and morning glory are naturally left-handed and right-handed.
4. From the observation content of a spiral to other observation contents of snail shells-put forward a new problem of observing snail shells and find more observation contents of snail shells.
Fourth, observe the food that snails eat.
1. How do snails eat food?
Observe the snails that eat vegetable leaves and observe the snails that eat cucumbers. Observe the teeth and tongue of snails. Describe how snails eat food.
2. What kind of food does the snail choose?
☆ Discussion: See how much food we have prepared for snails. How can we find out which of these foods snails will choose?
☆ Observation activities: Put some food around the snail, observe the crawling direction of the snail and what food to eat.
3. How far can snails find food?
Reflections on snail teaching in the third grade of primary school
In the teaching of Snail, I adopted the learning method of "learning by doing", aiming at guiding students to learn according to the process of scientists discovering knowledge, allowing students to personally participate in discovering objects and natural phenomena, allowing them to connect with reality through observation and experiment, stimulating imagination, expanding thinking and improving communication and language skills. Let students catch snails, draw snails, design experiments, understand their living habits, design a home for snails, and let them gain a rich direct understanding of small animals through observation, questioning, imagination, hands-on experiments, expression and communication. During the activities, they improved their communication skills and language skills, experienced the process of scientific inquiry, constructed basic scientific knowledge, acquired initial scientific inquiry ability, and cultivated students' scientific literacy. In the whole learning process, students are full of interest, actively participate in various activities, observe and record the behavior characteristics of snails in the form of words and pictures, count and sort out the feeding habits of snails with simple tables, and are willing to cooperate with others and exchange ideas in activities. After class, many students' snails have laid eggs and hatched small snails. They all experienced that it is very interesting to take care of the little snail and observe its life and growth. At the same time, I pay attention to the education of students' environmental protection thoughts in teaching, so that students can realize the need to protect small animals and experience the fun of small animals. This kind of teaching method has changed students' learning behavior, making students become the initiative of learning and the partners of mutual learning.