I am a piece of paper lesson plan

As a quietly dedicated educator, it is very necessary to carefully design a lesson plan, which is conducive to the improvement of teaching level and the development of teaching and research activities. So have you ever learned about lesson plans? The following is my collection of "I am a piece of paper" lesson plan, welcome to learn and reference, I hope it will help you.

"I am a piece of paper" lesson plan 1

Teaching Preparation:

1. Paper towels, glasses, chopsticks, towels, newspapers, 1 each.

2. Images and pictures of ancient papermaking.

Teaching process:

I. Exchange

1. Collected paper samples and access to the information, focusing on the information of papermaking.

2. The teacher introduces the paper-making technology in ancient China, so that students can understand the diagrams in the textbook.

Second, I come to make a paper

1. Read the steps of papermaking on the textbook, what do you not understand?

2. Teachers demonstrate the process of making paper.

3. Students independently operate the paper, the teacher circuit guide.

4. In order to make their paper dry faster, you can put it on the hot plate baking.

5. Carefully remove their own paper, put on the table, compare each other; the thickness of the paper uniformity.

6. Imagine: what if you want to make a very thin paper? If you want to build a colored paper what to do?

Third, to understand the modern paper-making process

1. Question: How do paper mills make paper now?

2. Watch the video material to understand the modern paper-making process and some special-purpose paper.

3. Schools that have the conditions, organize visits to paper mills.

Fourth, set up extracurricular tasks

Continue to collect a variety of different paper, the next class to bring observation

"I am a piece of paper" lesson plan 2

Teaching Objectives:

1, through the activities to enable students to recognize the usefulness of paper, hard-won, and should cherish every A piece of paper.

2, through practical activities, so that students know to start from the side, from their own start, save every piece of paper, develop a good habit of saving paper.

3. Understand how to save paper.

Teaching key points:

Understand why we should save paper, and understand the methods of saving paper.

Pre-course activities to prepare (experience):

1, life, where have you seen paper? Where have you and your family used paper?

2, collect good ways to save paper.

3, with the waste paper to make some small crafts.

The teaching process:

Pre-course communication: small games

I. Who am I

1, riddle introduction

Show the riddle, students guess, who am I? Today we will get to know it - I am a piece of paper (board book subject)

2, happy paper family of babies also came to our classroom, let's get to know them! (student introduction)

3, found the paper we first come to the barrier game, show the barrier rules, you dare to meet the challenge?

The first level: who can find me

Play the recording: I am in the classroom, can you find me?

Produced: I am in these are used in our study, the teacher gave them a name called learning paper. (Board: learning paper)

The second level: I will change change change

Teacher: life, made of paper items can be found everywhere, you see!

1) I changed into a drug manual, people know how to take medication at a glance.

2) I changed into a greeting card, to send the best wishes to teachers and students.

Children, what else will I become?

The classroom shows: I shook myself into a change, into your home can first change to your table to listen to it. The first thing you need to do is to ask your friends and family to help you with the process.

Teacher summary: these papers are essential in our lives, we call them "living paper" (board book).

The third level: I say, you guess

Teacher demonstration: Without me, you can not get on the train! (train ticket)

Without me, you can't buy anything. (RMB)

Can you test us like this?

Group discussion.

3, summary: it seems that the usefulness of paper is very big (board: very useful)

Second, where do I come from

1, teacher: when there was no paper, how do people live and learn?

(Named students answer)

2, play the video.

After watching this video, do you have anything to say?

Yes, a small piece of paper can be really hard to come by! (Board: hard to come by)

Third, my troubles

1, now we have a certain understanding of the paper, in fact, a small paper also has its bitterness and joy.

2, teachers: students, you have ever wasted paper? Or have you seen others waste paper? Who said the phenomenon of wasting paper around themselves?

3, in fact, waste phenomenon is really everywhere, show pictures.

4. Play the video.

5, after watching the video, now what do you think?

6, teacher summary: the paper process will continue to destroy the forest, no forest, the birds have no home, the land will become a desert, the air will no longer be fresh, there will be dust storms, haze and other bad weather. At the same time, the process of papermaking will also discharge a large amount of waste water, resulting in river pollution. Dear students, what do you think we should do now? Sheng answer, the teacher board book: save paper, protect the environment.

Fourth, my happiness

1, then the teacher test you, we want to fold a paper airplane to play, how to do to save paper ah? Who can come up with a golden idea?

Summer weather is too hot, I especially love sweating, will use up a lot of paper towels, who can help the teacher to think of a golden idea to save paper?

2. Teacher: Teacher found that the class can be a lot of ideas! There are many ways to save paper, and the teacher has collected some.

Play the picture of the teacher introduced:

1) Look, these children usually save the waste paper packing and organizing, is ready to be sent to the waste paper recycling station, secondary processing and use it!

2) In order to save paper, this big brother came up with the idea of practicing brushstrokes with a concrete floor instead of paper.

3) Even some of the textbooks we use now, after this year's use of the school recycling, the next year then use, constantly recycling, both to save paper, but also save money.

3, turn waste into treasure

Wise people will also turn waste into treasure, make full use of a seemingly useless piece of waste paper, made desktop organizers, cabinets, pen holders, crafts and many other exquisite things. Now we will work in groups to turn these waste papers into treasures.

The heartbeat is better than action, let's start! (Start small production)

4, the results show

Third, the classroom summary

Students, happy today? Now follow the teacher to sing along with the "paper children's song" to end our lessons today!

A small paper, a big role, life, everywhere;

A small paper, a good friend, we all, cherish it.

Board:

I am a piece of paper

Learning paper

plays a big role

Living paper

hard-earned

Conserving paper, protecting the environment

I am a piece of paper Lesson Plan 3

Teaching Objectives:

Knowledge and ability

Recognize the importance of paper to people's lives, to save every piece of paper

Process and method

Through games, practice and other ways to experience the role of paper, to be able to start from the small things around us, save every piece of paper.

Emotional Attitude and Values

Adopt the good habit of saving and cherishing paper

Teaching Difficulties and Points:

1.Key Points

Understand the source of paper and know the importance of saving paper

2.Difficult Points

Adopt the good habit of saving paper

Teaching Preparation:

Teacher Preparation

Teacher Preparation

Teacher Preparation

Teacher Preparation

Teacher Preparation

Teachers are encouraged to learn the importance of saving paper. p> Teacher Preparation

The origin of paper, classroom materials

Student Preparation

1. Observe the phenomenon of wasting paper in our life

2. Collect good ways to save paper

3. Collect all kinds of paper

Teaching Process

I. I I I. Where Am I

1. Teacher: Today there is a mysterious friend to class with us, it is very much like to play hide-and-seek with everyone, look at it and hide. Let's look for it together

2. (Teaching materials show the picture on page 42 of the textbook) Teacher: Please observe the four pictures carefully, we invited today's mysterious friend to find out

3. Students observe the pictures and find out the mysterious friend.

4. Teacher: Think about it, where else in life can we find our good friend - paper?

5. Students think about the answer

6. Teacher summarized a variety of paper information

(1) learning paper: textbooks, drawing books, homework books, extracurricular books ...... These are commonly used in our studies, it can be seen that we can not be separated from the paper of our studies

(2) living paper: Napkins, paper cups, newspapers, boxes, calendars, paper money of various decorations ...... These are commonly used in our lives, it is evident that our lives can not live without paper.

(3) beautify the paper: window flowers, lanterns, wallpaper these things made of paper to make our lives more interesting, visible paper can beautify our living environment.

Second, understand the origins of paper, the hard-won experience of paper

1. classroom paper

(1) As early as 20xx years ago, our ancestors will make paper. They chopped up old hemp, etc., washed it and soaked it.

(2) and then steamed over high heat until rotten, spring pounded, beaten into pulp in the pool

(3) and then copied a thin layer of pulp from the pool with a bamboo curtain, dry and uncovered, it became paper

(4) Later, China's ancient Cai Lun improved papermaking for the world's culture 's dissemination of a great contribution to the world

2. Teacher: Do you know where the paper comes from? ?

3. Students discuss the exchange

The classroom shows the process of papermaking) Teacher: What do you find out from it?

Students: the papermaking process is very complex, a small piece of paper is hard to come by

4. Teacher: Yes, the manufacture of paper needs to go through many procedures such as bleaching, film pressing, drying, etc., a small piece of paper is hard to come by.

Third, the exchange of the phenomenon of waste of paper, to establish a sense of saving paper.

1. (The textbook shows the picture on page 44 of the textbook) Teacher: Students, do you know what the children in the picture are doing? Do you think what they are doing is right? And say the reason

2. Students discuss and exchange

3. Teacher: Is there such a phenomenon in our class? What should we do in the future

4. Students discuss and exchange

5. (The textbook shows the picture on page 45 of the textbook.) Teacher: What do you see?

6. Students exchange discussions.

7. Teachers and students **** with the production of sketchbooks.

Fourth, classroom summary.

Teaching Reflection:

"I am a piece of paper" Lesson Plan 4

Teaching Objectives

1. Understand the source of paper and know the importance of saving paper.

2. To develop good habits of saving paper.

Teaching time: 1 hour

Teaching process

A new class introduction

Teacher: Students, today the teacher has brought you a mysterious friend to class with us! Who is it? Please shine it, show the paper doll. If the teacher gives you this paper, what can you do with it? Student: ......

Teacher: students say really good, we can not underestimate the paper doll, it can be useful! Today in this class, we will come together to learn "I am a piece of paper".

Second, new knowledge teaching

Activity 1: the role of paper.

1, the paper doll's favorite hide-and-seek, where did he go? Students, please open the textbook, look carefully at the picture on page 42, to see the careful you find the paper doll hiding where? Please use your favorite way to mark it out.

2, the textbook pictures. Where else can you find our good friend - paper in our life?

Students discuss and exchange and report.

Learning paper: workbooks, books, manuscript paper, magazines, newspapers. (Show class)

Living paper: napkins, toilet paper, paper towels, paper fans, disposable paper cups. (Show class)

Other paper: wrapping paper, wallpaper, all kinds of origami. (Show class)

3, the teacher concluded: originally, paper has so many uses ah, especially in our lives, learning in a very wide range of uses, almost all the time to use it. Board: the role of paper

Activity 2: Where does the paper come from

1, think: the role of paper is really big, do you know where the paper comes from? What did you find out from it?

(1) As early as 20xx years ago, our ancestors will make paper. Chopped and washed the bark of trees, old hemp, etc., and soaked them in alkaline water. (Show class)

(2) Then steamed over high heat until rotten, spring pounded, and beaten into pulp in a pool. (Show class)

(3) then copy a thin layer of pulp from the pool with a bamboo curtain, dry and uncovered, it became paper. (Show class)

(4) Later, Cai Lun in ancient China improved the art of papermaking and made great contributions to the spread of world culture. (Show class)

Students discuss and exchange, report.

2, the teacher concluded: the papermaking process is very complex, need to go through bleaching, film, drying and many other processes, a small paper hard to come by. We must cherish the paper, save paper. Board: paper is hard to come by

Activity 3: the bitterness and joy of paper

1, the textbook pictures. Please look carefully at the four pictures and say what sadness the paper doll has encountered.

Students discuss and exchange ideas and report back.

Teacher summary: because the children do not cherish the paper, the paper doll cried sadly.

2, the textbook pictures. Please look at the three pictures carefully and say what happy things the paper doll met.

Students discuss and exchange ideas and report back.

Teacher summary: Because the children love paper, the paper doll smiled happily.

3, teacher: as second-grade students, we should do?

Students discuss the exchange (save paper, protect trees, do not cut down trees).

Teacher Summary: Through this lesson, we not only know the manufacturing process of paper, but also know that saving paper should be done to protect trees, do not cut down trees. To do to save paper, the teacher initiative must start from me, you can do it? The board book: save paper, protect the environment.

Third, homework design:

The heart is as good as the action, how do you plan to save paper, protect the environment? Hurry up and put your ideas into action.

(Turn waste into treasure, use waste paper to make wind chimes, pen holders, etc.).

I am a piece of paper" lesson plan 5

I. Design Ideas:

"Science Curriculum Standards" pointed out that: the elementary school science curriculum is designed to cultivate students' scientific literacy for the purpose of students are the main body of scientific inquiry, science learning to explore as the core. Classroom teaching should "focus on student development", light "knowledge transfer"; heavy student "research", light teacher "teaching"; heavy "inquiry process", "teaching", "teaching", "teaching", "teaching", "teaching", "teaching", "teaching", "teaching", "teaching", "teaching", "teaching", "teaching". The heavy "inquiry process", light "inquiry results". Get rid of the traditional knowledge-centered teaching mode, pay attention to the development of students. The teaching design of this lesson, focusing on reflecting the student as the main body, to the problem as the main line of inquiry, guide students to actively participate in the active investigation, trying to implement the new curriculum teaching ideas, fully embodies the characteristics of the new curriculum standards, the process of acquiring knowledge is considered more important than the knowledge itself. The students experience the process of scientific inquiry, combined with the characteristics and laws of the students' understanding of things, the knowledge of the teaching accompanied by the cultivation of skills, emotions, attitudes in the process, around the concept of "inquiry as the core" of teaching design and organization of teaching activities.

Second, teaching objectives

1, cognitive objectives:

Recognize the close relationship between paper and people's lives. Understand the ancient papermaking technology and modern papermaking process in general. Know that papermaking is one of China's four ancient inventions.

2, skill objectives:

Guide students to experience the "pulp - grout - water filtration - - press dry into paper". Let the students experience simple papermaking activities, experience the hard work of paper.

3, emotional goals:

In the process of inquiry, experience the fun of scientific investigation, to maintain and develop the interest and curiosity of the things around them, and to cultivate the students' awareness of environmental protection and the idea of thrift and frugality.

The focus of teaching:

Let the students experience a simple "papermaking" process, to further understand the paper is processed from a variety of fibers.

Fourth, the teaching difficulties:

group members to divide the work, *** with the complete process of making a piece of paper, and explore and solve the paper related research problems.

V. Teaching preparation:

1, paper towels, glasses, water, stirring rod, cotton cloth, towels, etc. One for each group.

2, ancient and modern papermaking process of images, pictures or written materials.

3. A video of the paper-making process at the Minfeng Paper Factory.

Six, teaching activities

Teaching steps

(a) talk to introduce

(b) experimental investigation

(c) the exchange of results

(d) extension

Teacher Activity Design

Teacher: In the last lesson, we studied many properties of paper. Do you still remember?

Teacher: So who can tell you which country first invented papermaking and how it was made?

Teacher: (show the class) Let's watch the process of paper making in ancient times.

Teacher: (classroom demonstration)

Teacher: looking at these pictures and information, the teacher has a strong desire, you guess what? And what do you have in mind?

Teacher: Yes, make paper, today we also make a paper.

Teacher: see the materials on the table, group members to discuss, our group intends to use what method, which materials, according to what method to make paper?

Teacher: Please publish their own designs.

Teacher: Please choose the appropriate program for group experiments.

Teacher: While visiting and guiding, participate in the students' exploration experiment as a big friend.

Teacher: just now everyone's exploration is very engaged, the results of the study also came out. Now who can tell us how paper is made step by step?

Teacher: In small groups, report their findings separately.

Teachers in the students reported on the basis of *** with the general process of paper making process.

Teacher: (board) the process of papermaking:

(1) modulation of pulp.

(2) water filtering and flattening into "paper".

(3) Remove the "paper" from the cotton.

Teacher: The paper-making process will be held. Each group will be asked to show the fruits of their labor.

Teacher: Who else wants to tell their findings?

Teacher: Compare the thickness of the paper we made. The paper surface is flat?

Teacher: Our modern paper mills, are they making paper like us?

Teacher: (show the video) to watch the Jiaxing Minfeng paper mill paper production process, the teacher slightly explain, add, explain.

Teacher: What are your biggest gains in this class? What questions? And what ideas?

Teacher: (summarize).

A small piece of paper involves so much scientific knowledge, please collect some paper materials outside the classroom, ready for the next lesson to continue to explore related issues about paper.

Student Activity Design

Students: paper is made up of a variety of fibers. Different papers are different in color, finish, thickness, and so on.

Students: students express their own opinions and make their own discoveries. Tell about the ancient process of papermaking.

生：观看课件。

生：造纸，自己亲手造一张纸。

生：各小组成员，纷纷商量自己的活动方案。

生：各小组发表自己的实验研究方案。 Students in other groups listen attentively to the programs of others.

生：学生实验操作开始。

Student: groups report on their research.

Student: groups present their work.

生：发表自己的看法，其他小组给补充、完善。

生：学生根据查阅的有关资料，发表自己的意见与看法。

Student: watch the video.

Students: students say what they have learned and confused.

Students: organize the equipment and leave the classroom.