Are plants alive? Teaching reflection

The first part of this lesson focuses on: Are animals "alive" and plants "alive"? This part focuses on asking students to say why plants are "alive". I didn't guide this part very well, but some students can tell them. It may be better if this link can be discussed by children and then summarized.

In the exploration session, I arranged to bring my own plants before this class. I didn't send parents information about bringing plants in the group, especially to cultivate the habit of children bringing their own materials. Two classes failed in this class because of the autumn outing on Monday.

However, the consciousness of the children in the other two classes is obviously different. Only three children in Class Two didn't bring them. They told me the reason before class. There are few children in class one, so further training is needed in this area. So the effect of Class Two is obviously much better. Children observe independently, and some children actively measure the length of garlic.

In this part, I didn't standardize the children's measurement, but they explored the measurement method first, and the standardization was left to Unit 2.

In the part of showing observation records, some children directly show the contents of the activity manual in the first class, and some children directly take pictures to make a work. Children and parents are awesome.

In the part of "Other materials we collected", because the children in the first grade are too young, although relevant preparations have been arranged, it has not made a systematic effect. It is necessary to strengthen improvement.

After observing the plants you grow, there is even more reason to say that plants are alive. Are plastic flowers alive? Students will be able to say it in a minute.