Which bridge power big class lesson plan

Which bridge power big class lesson plan example is as follows:

I. Teaching objectives:

1. In the perception, comparison and found that the number of times the paper is folded and the bearing capacity of the direct relationship.

2. In the process of small experiments like to guess and hands-on attempts to operate.

Two, teaching key points:?

The key point: can be found from the experiment from the number of folding of paper and the bearing capacity of the direct relationship.

Difficulties: can let the child actively explore, bold assumptions.

Three, teaching preparation: a number of blocks, PPT, paper.

Four, the teaching process:

1. Watch the ppt to lead the story, trigger the interest of children.

(1) The teacher tells the story: "There is a country which is called Paper Kingdom, and there is only paper in this country, the house made of paper, and the cup made of paper. But this country has a trouble, is that they have to cross the river, crossing the road is particularly inconvenient. Why is that? Because there is no bridge in their country. The king of the paper kingdom heard that there are a lot of bridges in China, there are street bridges, overpasses, and bridges across the river, so Dr. Little decided to come to China to ask the children to help them. (2) Teacher's question: Can you make bridges out of paper? Why?

2. Invite children to make guesses and share their ideas.

3. The teacher conducts a group experiment to verify the conjecture.

(1) The teacher takes out two blocks as piers and puts paper on top of them to simulate a bridge. Put the chess pieces on top and use the chess pieces as load-bearing objects, and ask the children to observe the results of the experiment.

(2) After the experiment, the teacher asked: "What did you find out through the experiment just now"?

"Can paper bear gravity?"?

(3) The teacher concludes, "Through the experiment we found out that paper just sitting flat on the blocks can't withstand gravity."

4. The teacher asks questions and conducts the next experiment.

(1) Teacher: "Little Dr. Honghong is so anxious, smart kids think again how to make the paper more powerful and bearable?"

(2) Teacher: "We can't change the size of the paper, what's your best idea?"

5. Children discuss and share their ideas, experiment record

(1) Teacher: "Children think of so many different ways, can it work or not? We are now starting to experiment in groups."

(2) Teacher: "Ask the children to use the blocks on the table as piers and the chess pieces as load-bearers, and record the results in the table."

6. end of the experiment, the children show their experimental results

(1) teacher: "please children to show their experimental results.

(2) Teacher summarizes: "Through the experiment we found that the fan folding method is more bearable, indicating that there is a direct relationship between the folding of the paper and the bearing capacity of the paper."

7, the teacher asked questions, the next experiment

Teacher: "children you think the number of times the paper is folded and the paper's tolerance will also have a relationship?"

"Can you withstand as many pieces by folding only once as by folding twice?"

"Would folding five times bear more pieces than folding once? "

8. Children make conjectures and express their ideas.

Teacher: "Some children say the same number, some children say the more folding times can bear more number of pieces, here we record the ideas for experiment."

9. Children experiment in groups and record. Teacher's guidance

10.The end of the experiment, the children show their experimental results

(1) Teacher: "Ask the children to show the results of their experiments".

(2) Teacher summarized: "Through the experiment we found that the number of folding and paper has a direct relationship with the paper's ability to withstand, the more the number of folding the paper's ability to withstand the stronger.