Draft lecture on plant leaves

As an excellent teacher, he is usually asked to write a speech, which can make teaching more scientific. So what is an excellent lecture? The following is my carefully arranged lecture notes on Leaves of Plants (generally 4). Welcome to read the collection.

Lecture Notes on Leaves of Plants 1 1. Talking about teaching materials:

The lesson "Leaves of Plants" is selected from the standard experimental textbook of compulsory education curriculum, and the fifth lesson "Plants" in Unit 1 of the first volume of the third grade of Education Science Press.

This lesson is to observe the contents of plant organs after observing the individuals of terrestrial plants and aquatic plants. The individual of the plant has the characteristics of life, and the leaves of the plant also have some characteristics of life, so that students can further understand the life characteristics of the plant.

Second, tell the teaching objectives:

1, scientific inquiry goal:

(1) Instruct students to distinguish and classify some leaves.

(2) Through guided observation, let students learn to distinguish which leaves are of the same kind.

(3) Observe the structure of leaves to see if there are any similarities.

2, scientific knowledge objectives:

The leaves of (1) trees are diverse, and the leaves of the same tree have the same basic characteristics, which is of great significance to ecology.

(2) The leaves of plants are generally composed of leaves and petioles with veins on them.

(3) Leaves are also alive. Leaves begin to grow from leaf buds, and finally age and die, completing a lifetime.

3, process and method:

(1) Count the number and types of leaves.

(2) According to certain judgment basis, leaves of the same species and leaves of different species are divided.

4. Emotions, attitudes and values:

Cultivate students' interest in learning leaves, and cultivate the attitude and consciousness of caring for the environment and living in harmony with nature.

Third, talk about the focus of teaching:

It is also a living scientific concept to observe the life phenomenon of leaves and build leaves. Students have rich experience in leaves, but they don't know enough about the structure of leaves, especially the life process of leaves, so this aspect is the focus of this lesson.

Fourth, talk about teaching difficulties:

Because the third-grade students have little life experience, it is difficult to distinguish which leaves are the same kind of leaves. Therefore, it is difficult to judge whether they are the same kind of leaves.

Five, said the teaching preparation:

Students bring their own materials: pick up some fallen leaves. Fresh leaves and fallen leaves of the same plant, a branch of different leaves.

The teacher prepared: some fallen leaves, a branch with leaves of different sizes on it.

Six, said the design process:

Query → discussion → comparison: observation → description → summary.

Through the above basic inquiry activities, let students observe carefully in a certain order; At the same time, we try to compare and observe the color, shape and size of leaves in a scientific way.

Seven, said the design concept:

This lesson is a lesson that changes from the whole to the part. Not only plants have life characteristics, but also their leaves have life characteristics. Although students have rich experience in leaves, they don't know enough about the structure of leaves, especially their life characteristics.

Guide students to observe leaves from three aspects:

(1) Observe whether the picked leaves are of the same species, and find that the structure of the leaves is the same;

(2) Observe the fresh leaves and fallen leaves to show the life characteristics of the leaves;

(3) Observing the change process of leaves on the same branch, we know that leaves have the process of growth, development and aging.

Eight, teaching methods, learning methods:

Teaching methods:

1, import colorful pictures of leaves through multimedia courseware to stimulate students' interest in learning;

2. Observation: By observing and comparing the differences of leaf growth and development, describe the life characteristics of leaves, and guide students to start from what aspects to be the organizers and leaders of students' learning activities;

3. Actively guide students to find problems, participate in student activities, and be each student's learning partner. Finally, summarize the growth and changes of leaves and draw conclusions layer by layer. At the same time, we should expand our knowledge and extend what we have learned to extracurricular activities, so as to combine it with practice and apply what we have learned.

Studying law:

1, autonomous learning. Children are naturally curious, actively explore under the guidance of interest, and be the masters of learning.

2. Listening is better than watching, directly participating in scientific inquiry, asking questions, solving problems, experiencing the fun of learning science, enhancing the ability of scientific inquiry, acquiring scientific knowledge, and forming a scientific attitude of respecting facts and being good at questioning.

Nine, said teaching design:

1, establish an open teaching concept

As the main body of science curriculum learning, primary school students will have great passion and interest in the face of the complicated world of science. I respect students' wishes in teaching and create a relaxed, harmonious, democratic and harmonious learning environment for them with an open concept and mentality. Use their spare time to lead them to study and apply science in nature such as campus and parks. Students are not confined to the narrow space in the classroom. Outside the classroom, there is a wider world for children to learn science and make great achievements with science. At the same time, tell students not to pick leaves at will when collecting leaves, so that they can realize that trees have life and are friends of human beings. Pay attention to cultivating students' awareness of caring for the environment and living in harmony with nature.

2. Make inquiry the main way of scientific learning.

Scientific inquiry activities should be from simple to complex, from teachers' support to gradual liberalization, from unfamiliar to familiar, and cannot be done in one step. Pay attention to collecting first-hand information and teach students to observe, record and discuss. Finally, I come to the conclusion that I can't impose my views on students.

It is easier to count the activities of several leaves. It will be difficult to count several kinds of leaves, because students may not be very clear about the concept of "species" and cannot master the classification standard of "species" to classify leaves. After the activity, the students report in groups and ask them to talk about the basis for judging whether these leaves come from the same tree. When students report, they should pay attention to showing them the leaves they mentioned and encourage other students to raise questions. Organize discussion in the later stage of inquiry, and guide students to listen to others' opinions carefully. When learning the structure of leaves, there are many pine trees in our campus, and I have led them to observe them in the class of "Trees on Campus", so some students may question why pine trees have no leaves and petioles. Teachers should make full preparations here, simply explain the difference between broadleaf trees and coniferous trees, tell students that we mainly study the common broadleaf tree structure and affirm students' doubts. This will help students learn scientific knowledge accurately and broaden their horizons.

3. Use teaching materials scientifically and implement teaching objectives.

When designing this class, I put the general goal of science course into the teaching of this class, and achieved the effect of "gathering sand into a tower, dripping water wears away the stone". "Teaching with textbooks" rather than "teaching textbooks". Put more time and energy into training students to love science, be willing to explore and be brave in practice. When observing the life characteristics of leaves, let every student actively participate and guide students to understand that fresh leaves are alive and fallen leaves are dead. Let students know the life characteristics of leaves and know that some scientific knowledge can be obtained through observation and recording. Guide the teaching goal to "guide", "experience" and "understand". Teachers use teaching materials to be organizers, leaders and collaborators of students' learning behavior.

Ten, said the blackboard design:

According to the characteristics of junior high school students' knowledge level, in the process of writing on the blackboard, we should highlight the key points and be simple and clear. After reading, students can deepen their understanding and memory of the teaching content of this course. The leaves on the blackboard use colored chalk to make the blackboard more eye-catching, vivid and full of vitality.

Lecture Notes of Leaves of Plants 21. Talking about teaching material analysis;

1, teaching content:

Compulsory education curriculum standard experimental teaching materials teaching edition third grade science volume I 12- 13 pages.

2, the status and role of teaching materials:

This lesson is the fifth lesson for students to learn science. In the first class, students have initially understood what scientific observation is. The observation of big trees is a relatively large systematic observation, and this lesson is the beginning of students' transition from macro observation to local small observation. It can be said that this lesson is to pave the way for introducing detailed observation, which seems very simple and superficial, but it is in these seemingly superficial observation activities that students should be guided to discover more knowledge about plant leaves. This lesson is a preliminary observation of the whole leaf, paving the way for detailed local observation of the leaves in the next two lessons.

3. Design of teaching objectives:

Learning objective: Let students experience the process of defoliation from "picking" to "picking", know that the leaves of plants are various, and experience the simple observation process of the color, shape, size and other attributes of leaves.

Ability goal: Be able to count the number and types of fallen leaves, distinguish the same kind of leaves from different kinds of leaves according to certain judgment standards, initially realize careful observation and cultivate students' observation ability.

Emotional goal: By collecting leaves of plants, observing, analyzing, comparing and classifying the leaves, we can stimulate students' interest in learning leaves and cultivate the consciousness of caring for the environment and living in harmony with nature.

4. Determination of key points and difficulties:

Teaching emphasis: guide students to observe things scientifically and orderly, and guide students to observe leaves from the characteristics of color, shape and size.

Difficulties in teaching: criteria for judging whether leaves belong to the same species.

5, teaching preparation: multimedia courseware, all kinds of fallen leaves.

Second, the analysis of oral English and learning situation:

This course is aimed at third-grade students, who are curious, eager for knowledge, have some life experience and pay more attention to the things around them. Be able to observe purposefully according to the specific requirements of teachers, have a preliminary sense of group cooperation, and have a certain ability to observe and study things. According to the age characteristics of students, teachers should always pay attention to their learning process and give them appropriate evaluation. When designing, pay attention to the design of open learning links to provide students with sufficient space to express their opinions; Pay attention to the interaction between teachers and students; Organize appropriate group cooperative learning and attach importance to students' language communication; Pay attention to guiding students to think in the process of observation and combine scientific observation with scientific thinking.

Third, say the design concept:

1, pay attention to cultivating students' observation ability and inquiry consciousness in activities.

2. Enrich students' knowledge of leaves in hands-on operation.

3. Pay attention to students' learning process.

Fourth, preach the law:

This teaching activity presents the teaching content in the mode of "observation-hands-on operation, cooperative inquiry-thinking, communication-expansion and extension", focusing on the learning process of observation and comparison, the development of students, the cultivation of students' observation ability, the integration of learning methods such as observation, operation, communication and cooperation, and the learning through operation experience.

Five, said the teaching design:

(A) the introduction of conversation, show the topic

1, dialogue and exchange, introduce new lessons.

2. blackboard theme: leaves of plants

(2) Show the courseware and observe the leaves of plants.

1, show multimedia courseware, please watch carefully.

Tell me what you found.

3. Summary: The colors and shapes of leaves are different, and the sizes are also different.

4. Understand the structure of leaves. (Courseware demonstration)

(3) Group cooperation, observation and discussion.

1, counting all kinds of fallen leaves.

How many leaves are there in your group? How many kinds of leaves are there in this?

2. Panel discussion:

What did you observe that they are the same kind of leaves?

What did you observe that they are not the same kind of leaves?

3. The group reports the discussion results, communicates with each other, and encourages the group with good performance.

(4) Observe the growth and change of leaves, and discuss and communicate:

1. What are the similarities and differences between relatively fresh leaves and fallen leaves?

2. Observing the leaves of a plant, can you see the growth and change process of the leaves?

3. Read and say. (Courseware demonstration)

(5) (mobile) extension:

1. What is the function of plant leaves?

2. Assemble patterns with leaves in your favorite way.

(6) Summary:

Tell me what you have learned from this course.

(7) Homework after class

Continue to collect the leaves of various plants, requiring the collection of complete leaves.

Lecture Notes of Leaves of Plants 3 I. Talking about Teaching Materials:

This lesson is selected from Lesson 5, Unit 1, Volume I, Grade Three, Science Edition. It is divided into three parts: picking up fallen leaves, comparing the similarities and differences of leaves, and observing the growth and changes of leaves.

In this course, students should explore the structural characteristics and life process of common leaves through various senses and methods, and cultivate their interest in studying leaves and their ability of observation, comparison and analysis.

Second, students.

The third-grade pupils are active, full of curiosity about the world around them, and have a strong thirst for knowledge. I have a certain perceptual knowledge of Ye students who are common in life, but this understanding is incomplete and not deep enough.

Third, talk about teaching objectives.

According to the analysis of the structure and learning situation of the above textbooks, taking into account the students' existing knowledge and experience, the teaching objectives of this course are as follows:

1, knowing that the leaves of a tree are diverse and the leaves of the same tree have the same basic characteristics; The leaves of plants generally consist of leaves and petioles, and there are veins on the leaves; Leaves are also alive. Leaves begin to grow from leaf buds, and finally age and die, completing a lifetime.

2, can count the number of leaves picked and the number of leaves; According to certain judgment, it can be divided into the same kind of leaves and different kinds of leaves.

3. Cultivate the interest in learning leaves, and cultivate the attitude and consciousness of caring for the environment and living in harmony with nature.

Four, the teaching emphasis and difficulty:

According to the new curriculum standards, the following teaching emphases and difficulties have been established. Key points: it is to carry out activities to observe the life phenomenon of leaves, and building leaves is also a scientific concept with life. The difficulty of this lesson lies in judging whether it is the same leaf.

V. Express the design concept:

The design concept of this lesson is mainly based on the following concepts:

1, pay attention to cultivating students' observation ability and inquiry consciousness in activities.

2. Enrich students' knowledge of leaves in hands-on operation.

3. Pay attention to students' learning process.

Theory of intransitive verbs and learning methods;

In order to grasp the key points, break through the difficulties, and enable students to achieve the predetermined teaching objectives of this class, we will talk about teaching methods and learning methods: the teaching methods mainly adopt the following teaching methods: teaching methods: providing students with rich, vivid and intuitive pictures with the help of multimedia courseware to stimulate students' interest in learning; Observation method: divide the students into several study groups, and communicate with each other through observing and describing the leaves to form an understanding of the leaves; Discovery method: let students solve problems through their own efforts and comparative discovery; Discussion: Students compete with each other and communicate with each other to stimulate the initiative and enthusiasm of learning. This combination of various teaching methods can not only enable students to obtain a lot of perceptual materials, but also improve their interest in learning.

Give full play to the main role of students' learning rules, let students acquire knowledge independently in activities through autonomous learning, cooperative learning and hands-on practice, and form a scientific attitude of respecting facts and being good at questioning.

Seven, talk about the teaching process.

In order to better highlight the "independent inquiry" learning method, we should make full use of various teaching resources in teaching and design a teaching process that conforms to the characteristics of junior three students. Next, I will talk about some of my teaching ideas about this course:

Scenario introduction (3 minutes)

Show all kinds of beautiful pictures of leaves with multimedia courseware, give students a preliminary feeling and let them feel the beauty of autumn and the colorful leaves. Ask the students to praise the autumn leaves in one sentence, and then lead to the topic.

Design purpose: This can not only stimulate students' interest in learning, but also better lead to topics.

Observe and explore (36 minutes)

In the link of observation and inquiry, the teaching goal will be achieved through three activities.

The first activity is (1)

Counting the collected leaves (4 minutes)

This activity is scheduled before the end of the last class. Make sure the students are divided into groups first. The teacher asks: How many leaves have I picked up? How many kinds of leaves are there? Then, guide the students to exchange reports and invite a group of students to show them in front of the stage.

The purpose of this activity is to cultivate students' sense of cooperation and their ability to analyze and summarize problems.

The second activity is (2)

Observe and compare leaves (16 minutes)

The teacher asked this question first: How many kinds of leaves are there in our group? Are these leaves the same kind? Then lead the students into a group discussion: What do you observe to say that they are the same kind of leaves? What do you observe that they are not the same kind of leaves? With the cooperation of students and teachers, the main characteristics of similar blades are obtained.

Finally, further observation of petioles and leaves will help students clearly understand that leaves of plants are generally composed of leaves and petioles, and there are veins on the leaves.

The purpose of this activity is to improve students' inductive and comprehensive thinking ability and experience the fun of learning through observation and thinking, group discussion and exchange reports.

The third activity is (3)

Observe the life characteristics of leaves (16 minutes). First, discuss the reasons why fresh leaves are different from fallen leaves.

Then, show a branch for students to observe and ask questions: what is their growth and change process? Their growth and change process is divided into several stages. Guide students to summarize their observations through group discussion. And choose representatives to communicate in the class, and come to the conclusion that leaves are alive.

It grows from a leaf bud to a small tender leaf, and then slowly grows old. The leaves of many plants grow from spring to yellow and die in autumn, completing the life of leaves.

Finally, show the real pine needles. Continue to discuss whether deciduous trees have a growth and change process. Let the students understand that although trees do not shed their leaves in autumn, their leaves also have a complete process of growth and aging.

The purpose of this activity is to further improve students' comprehensive thinking ability and experience the integrity of life through observation and thinking, group discussion and exchange reports.

Summary and expansion (1 min)

Finally, the teacher asked: What did you gain from this lesson? Then ask the leaves what else can they do? Appreciate leaf stickers through courseware. Guide students to create: Do you want to make one yourself? Good, so don't waste the collected leaves. Interested students can make creative production after class.

Scientific concepts in the fourth lecture of Leaves of Plants;

The leaves of a tree are various, and the leaves of the same tree have the same basic characteristics.

The leaves of plants are generally composed of leaves and petioles, and there are veins on the leaves.

Leaves are also alive. Leaves begin to grow from leaf buds, and finally age and die, completing a lifetime.

Say the process and method:

Count the number of leaves found and the number of leaves; According to certain judgment, it can be divided into the same kind of leaves and different kinds of leaves.

Emotions, attitudes and values:

Cultivate the interest in learning leaves, cultivate the attitude and consciousness of caring for the environment and living in harmony with nature.

Tell the main points of teaching:

It is also a living scientific concept to carry out activities to observe the life phenomenon of leaves and build leaves.

On teaching difficulties;

Whether it is the same leaf.

Speaking of teaching preparation:

Students bring their own materials: pick up some fallen leaves.

Say grouping materials:

Fresh leaves and fallen leaves of the same plant.

Say the teacher is ready:

Branches with leaves of different sizes, several leaves on the same tree.

Talking about the teaching process:

Introduction: Autumn is the season of falling leaves. We can pick up all kinds of fallen leaves under the big tree and in Xingzhi Garden. Please collect all kinds of leaves before class How do you collect leaves? Every leaf is alive, so we should cherish and cherish them. (courseware)

I. Counting the collected leaves

How many fallen leaves did you pick up? How many kinds of leaves are there in this? Put the same kind of leaves in a pile. Look at how many kinds of leaves there are in this group. (courseware)

Second, observe and compare leaves.

1. Question: How many kinds of leaves are there in your group? Are these leaves the same kind? How do you divide it? Which leaves grow on the same tree? What do you think is the main thing to judge whether a leaf is on a tree? )

2. Show some leaves on the same tree in the group and discuss: Are they the same kind of leaves? What are the main characteristics of this leaf?

3. Observe all the intact leaves. The same kind of leaves have the same characteristics, so do different kinds of leaves have the same structure? (Hand-painted on the blackboard)

Third, observe the life characteristics of leaves.

1. Show fresh leaves and fallen leaves and observe: What are their similarities and differences? (courseware)

What is the biggest difference between leaves and fallen leaves? The fresh, living and fallen leaves that grow on trees have died and stopped growing.

2. Show a leaf and describe it: Can you see the growth and change process of the leaf from these leaves? Can you name the leaves at all stages? (Combined with homework)

3. Summary: Leaves are alive, too. They grow from leaf buds to small tender leaves, and then slowly grow old. The leaves of many plants grow from spring to yellow and die in autumn, completing the life of leaves. Although some trees do not shed their leaves in autumn, their leaves also have a complete process of growth and aging, with a long period.

On teaching reflection:

Before class, I arranged for each student to find three leaves for class. Most students brought a lot of leaves, so they were well prepared before class. In class, I asked everyone to count how many leaves they brought, and the students counted them correctly. A few students also classify leaves into piles according to whether they are the same kind of leaves.

The classification of leaves is the difficulty of this lesson, that is, whether they are the same kind of leaves. First of all, let the students divide the same kind of leaves freely and make it clear that "the same kind of leaves grow on the same tree." Nevertheless, students still have all kinds of feedback, including color, size, shape, hardness and so on. I try my best to make students talk more and fully expose their thinking. In the end, I was a little confused. Fortunately, this phenomenon was taken into account when designing the lesson plan, so a courseware was made to show leaves of different sizes and colors and ginkgo leaves of different colors on a maple tree. Then he asked, "This is a leaf from the same tree. What do you think is the key to judging whether it is a leaf on the same tree? " As soon as the students mention a point, they know it is a "shape", and then guide the students to see the thickness and hardness on the basis of the shape. Finally, let the students check their classification and correct the adjustment. This link takes a lot of effort. The final feedback is a bit general. Let the students talk about it with the leaves below. If you can get a projection demonstration, the effect of centralized reinforcement will be better.

As for vein, students actually put it into the structure of leaves. Later, I thought it would be easier for students to clear their minds if they were taught by metaphor (the palm is like a leaf and the forearm is a petiole, so the palm can be a leaf, and the veins on the palm are the veins of the leaf). In this way, students can understand that the veins on the leaves are not a separate part, but a part of the leaves.

Ask the students to judge the growth state of leaves in different positions on the branches. I guide the students to compare the size and color, and can conclude that the leaves on the left are bud leaves, lobules, tender leaves and so on. For dead leaves, just like people, they will naturally understand the composition of leaves and the growth and change process of leaves.