About Water

Teaching Resource Development

The design intention of the teaching materials is to stimulate students to recognize the important position and role of water on Earth by organizing them to study the enjoyment of the beauty of water bodies in nature; at the same time, by letting them perceive the distribution of water resources on Earth and the relationship between water resources, they will recognize that the freshwater resources that can be utilized on the Earth are very limited; And can find out from the actual life around the use of water and waste of water in a variety of phenomena, know that human beings in production, life in many places need water, while there are still many places in the waste of water, so as to find the problem and put forward specific water-saving measures, so as to achieve the purpose of letting the students love the mountains and rivers of the motherland, cherish the resources and save water. In order to realize the relevant objectives proposed in the new curriculum standards.

According to the actual experience of students and the ability to use information, we need to do the teaching preparation and adjustment of the teaching content:

1?Preparation of the globe, to facilitate the students' understanding of the distribution of water on the earth, the use of some of the beautiful earth's water pictures (especially some of the beautiful pictures of the water in their hometowns), to cause the students to love their country's mountains and rivers of emotion, and at the same time to prepare some of the pictures of areas of water shortage, to cause the students to cherish the water. At the same time, we should also prepare some pictures of water-scarce areas to arouse students' awareness of cherishing water, and use some relevant information to enrich students' specific knowledge of water resources.

2?In the knowledge we do not require students to be able to say specific data on the proportion of water resources distribution, but through analogies to simulate the perception of the Earth's available freshwater resources, which is in line with the understanding of students to understand the relationship between water bodies and water resources.

3?With the help of students' life, the use of teaching resources around them, mining students around a large number of examples of water use and waste of water phenomenon, so that students reflect on the bad behavior around them, thus triggering students to consciously put forward a variety of water conservation programs and measures.

In the design of the teaching process, we should follow the age characteristics and cognitive laws of the students, the students' understanding of the material world as a carrier for the whole teaching activities, from the feeling of the beauty of the natural world - data research - to find out the problem - proposed measures -Exchange report -Discussion after class to carry out teaching. According to the requirements of the new curriculum standards and the actual situation of the students, the following teaching objectives are determined:

Process and method

● To be able to find problems and raise questions from the actual situation;

● To be able to express their own discoveries and feelings to everyone.

Knowledge and Skills

● Understand the distribution of water resources in nature;

● Know the application of water resources in industrial and agricultural production and human life;

● Know the commonly used measures to save water.

Emotions, Attitudes and Values

● Appreciate the beautiful bodies of water in nature, and develop the emotion of loving the mountains and rivers of the motherland;

● Feel the lack of water resources, and develop the consciousness of conscientiously protecting water resources;

● Experience the pain of water shortages and the benefits of water conservation, and develop the behavioral habit of saving water.

The teaching process design

I. Appreciate the beautiful body of water, stimulate the love

1? Appreciation: the natural world of water in a variety of beautiful pictures (collected before the class and made into a slide show, using the computer to display).

2. Question: What do you feel after seeing these beautiful scenes?

The use of beautiful pictures of the earth's water bodies can cause students to enjoy with a happy mood, feel that water is not only the source of life but also can dress up the earth is very beautiful, but also can bring us a lot of joy and enjoyment of human beings. If you can appreciate the picture at the same time with some beautiful water, the sound of the tide, then the students will be more truly feel the beauty of nature, so as to form the new curriculum standards put forward by the students of the earth material full of gratitude.

3? Organize a discussion: What do you know about water?

Instructions through the discussion, tap students' original knowledge of water resources, to prepare for the introduction of the main content of learning.

4? Free report: students may say that all living things are inseparable from water, review the previous knowledge; may rely on previous experience to say that although the distribution of water on Earth is very wide, but it is in short supply; may say that the water can be divided into two categories of seawater and freshwater; may also say that there are many places to use the water, but there are also many places in the waste of water and so on.

5. Unveil the topic: today we will learn about the "water on Earth" knowledge. (Board book topic)

Two, recognize the distribution of water, perceive the lack of fresh water

1. talk: in the view of the astronauts, the Earth is a blue planet, very bright, in the solar system is unique in the family. Do you know why the Earth looks blue when viewed from space?

2? Students will answer according to their own knowledge and experience, and will say that the distribution of water on the surface of the Earth is very wide, and even many students can say the specific proportion of data on the distribution of water on the Earth, reflecting that students will use information to learn.

3? Q: Can you say where water is distributed on our planet?

4? Students answer: sea, rivers, lakes, rivers, streams, groundwater, and even say that there is water in animals and plants, and water in the air.

Indicates that the process of science teaching to fully tap into the students' original knowledge, but also more to let students learn to collect information, the use of information to learn, to produce a knowledge to be updated at any time awareness.

5? Show the globe, explain the distribution of water on Earth: 71% of the surface area of the Earth is occupied by water, the Earth has a very large amount of water, the total amount of 1.3?86 billion cubic kilometers, of which: 96?5% in the ocean; 1?76% in the glaciers, permafrost, snow cover, is a solid state; 1?7% in the ground; the rest, dispersed in the lakes, rivers, the atmosphere and living organisms. in the atmosphere and living organisms. Seawater cannot be directly utilized by humans, and there are very few freshwater resources that can be utilized by us humans.

6? Organize a discussion: Can you say how much of all water is fresh water that is used by us?

Indicates that the concept of proportional data is not very clear to the students in the third grade, through the discussion to let the students produce a kind of expression of confusion, so as to lay a foundation for the later analogical perception.

7? Simulate the analogy under the projection: the interrelationship between water resources on earth, a cup (water on earth) → a spoonful (of fresh water) → a drop (of fresh water that is easy to use) → a drop of less (of fresh water that can be used).

Analysis of the use of the globe first let students understand the distribution of water on earth from the macro, but the relationship between ocean water, fresh water and available fresh water students are not clear, through simulation analogies can be visualized to illustrate the relationship between the water resources on earth without pursuing the specific proportion of the data, so that the students of the earth's available fresh water to produce a sense of urgency for the later Conservation of water awareness to lay the foundation.

8? Question: Through the above analogy, what do you understand?

9? Formation of **** knowledge: The fresh water resources available for human use on earth are very limited.

Three, observe the actual life, discuss the use of fresh water

1? Question: In our actual life, do you know what places to use fresh water?

2. Students will answer freely. Students will name many places where fresh water is utilized based on their own observations and practical experiences, and it is important to try to allow students to express their own opinions at this time.

3. Organize a discussion: Since there are so many places to use fresh water in our human production and life, and our fresh water is so limited, what do you want to say as a small citizen living on Earth?

4? Students report the results of the discussion. Students may say that fresh water resources on earth are really too tight, we humans have so many places to use fresh water, we should save water and so on.

Four, looking around the phenomenon of water waste, water conservation measures

1? Talk: Although the freshwater resources are so limited, but there are still many people do not realize the seriousness of the problem, there are many of these phenomena around us, you can find out some of these phenomena, say it to everyone to listen to it?

2? Students speak freely. Students may talk about some of the phenomenon of wasting water that they have seen in the society, they may talk about some of the phenomenon of wasting water that happens in the campus, or they may talk about some of the phenomenon of wasting water that happens in the family and so on.

Analyzing the teaching resources around the students are most interested in is also the most convincing, every student has had the experience of wasting water, let the students from the self-talk, from the side of the phenomenon found that many of the waste of fresh water to do, more effective than the teacher to say, so as to give rise to the students dare to face the error of a good attitude towards science, from some of the wrong behavior to reflect on their own behavior.

3? Organize a discussion: what do you think we should do about the serious phenomenon of wasting fresh water resources?

4 Reporting the results of the discussion: students can use their own view of the correct point of view to express, to reach "to cherish the limited water resources, especially the use of fresh water should be doubled to save, only then we can not only make their own water, but also to make our children and grandchildren also have water" **** knowledge.

5? Organize students to put forward reasonable water conservation specific measures: first look at some pictures of water-scarce areas, we all know that "if you do not conserve water, mankind will see the last drop of water will be their own tears", in the future life, you are ready to do what to save water things?

Instructions to watch some of the pictures of water-scarce areas, so that students appreciate the lack of water on the planet will bring many terrible scenes, all living things will lose vitality, recognize the harm of human activities on the destruction of the earth's material, and set up a strong sense of protection of the only home of mankind.

6? Students put forward their own specific measures to save water: It is best to let the students start from some small things they can do, put forward some practical and specific measures and programs, so as to influence the students to consciously produce specific actions to save water, the formation of good water conservation habits.

V. Discussion after class

If we don't save water, what will happen if there is really no water on earth one day?

Indicating that this kind of reflective discussion can stimulate students' subconscious while bringing them unlimited imagination, and then make them feel that saving water is a matter of urgency, reflecting the generative nature of education.

Teaching clip appreciation

Water conservation program exchange activities teaching

Students: We found that water resources are very scarce, we want to study how to save water.

Teacher: Yes, can you make a practical water conservation program based on your own life experience?

Students discuss in groups and write water-saving programs.

Teacher: Here, let's share the water-saving programs of each group, who will speak?

Student: We think we should carry out publicity activities, tell people: the earth's water is very scarce, only a drop in a cup of water, and this drop is polluted because of such and such a reason, the fresh water resources can be used is really too little, we should vigorously appeal to the people to save every drop of water, to protect every water resource, and can no longer afford to waste water.

Teacher: How are you going to publicize it?

Sheng: our group of students discussed and decided to design the protection of water resources handbills, posted in the neighborhood, in the school, on the street ...... to more people to publicize, so that more people realize the importance of protecting water resources, water conservation.

Sheng: We can also use the form of literary performances in the neighborhood to publicize.

Sheng: I think we should first publicize it in our own homes and relatives' homes, so that everyone around us can save water, and then we can publicize it to others in order to be more effective.

Student: We also think this is better.

Teacher: Yes, first from themselves, from the side to do, is not it called "practicable"? Moreover, we can also monitor each other's implementation of the program to put it into practice. So, how are you going to save water?

Students: When we wash dishes, vegetables, fruits and teeth, we should turn off the faucet after running the water, and don't let it keep running.

Sheng: When you wash the mop, don't turn the faucet on too much.

Sheng: We should turn off the faucet whenever we want.

Sheng: I learned from the newspaper that you don't need a high-pressure water gun to wash a car because it wastes water and affects environmental hygiene. Now there is a car wash agent, although the price is a little higher, but do not use a lot of water, wash the car is also clean ah. I want my father not to go to the traditional car wash store to wash the car, should go to use the car wash agent to wash the car, so how much water can be saved ah! How much water can we save in Liyang city? What about the whole country? The whole country? It's really "don't count, don't know, once counted, a shock"!

Student: Yes, we can conduct a social survey on the water consumption of car washes.

Student: We think it's a good idea, but we should be safe.

Sheng: We can also use water for multiple purposes, such as washing dishes, fruits, vegetables and hands to water flowers and flush toilets.

Sheng: Yes, bath water can also be used to wash clothes, mop the floor, flush the toilet.

Teacher: a little girl after thinking, she proposed in the sink downpipe once again, dirty water let it directly out, can be reused water with a pipe to the flush toilet, used to flush the toilet. Her invention has been produced and is called the Water Saving Toilet. If you are renovating your house, you may want to consider buying such a water-saving product.

Sheng: And the water in the washing machine can be used many times.

Teacher: Mr. Li every time to take the water out of the washing machine for use, such as: washing shoes, polishing furniture, mopping the floor, but also mopping three or four times. You think, wash clothes once, probably more than 100 liters of water discharged from the washing machine, how much work can be done ah!

Sheng: Oops, this can save how much water ah! Mr. Li is really a water-saving master, I go home and do the same.

Students: rice water can wash meat dishes, watering flowers, it can remove the fishy smell, more nutritious.

Student: I learned from the newspaper that Israel's agricultural production does not use the traditional watering method of drip irrigation, which can save a lot of water! If we also use drip irrigation watering method here, Liyang city can save how much water a day? What about the whole country? It's really "don't count it, once counted, it's a shock"! However, now many greenhouses also use this watering method, we also began to utilize the good water-saving methods, I am really happy!

......

Teacher: Yes, the students of the water conservation program how good ah, we all know that we have to start from themselves, from the side to do, "the heart is not as good as the action", let's take action! Let us use our own actions to infect the people around us, with their own actions to mother earth - the earth to make some contribution!

Segment evaluation of this activity can fully reflect the process of cultivating emotions, attitudes and values. From the activity of letting students formulate and exchange water-saving programs, constantly derive and implement water-saving measures, so that students have a new understanding in their thoughts and actions, and be inspired by others, the teacher sets an example and infects the students with his own behavior, so that students realize the lack of water resources and we should protect it. Let students experience the pain of water shortage and the benefits of water conservation, and develop water-saving behavior. Constantly construct and reorganize their in-depth understanding of water conservation in every session. In our science education, by cultivating students' good scientific emotions, attitudes and values, teaching them scientific knowledge and skills, and training them in scientific methods and abilities, the aim is to improve their scientific literacy, which is ultimately demonstrated through the transformation of their behavioral styles and the development of scientific habits. Therefore, we should vigorously guide students to develop correct and good scientific emotions, attitudes and values.

Teaching Notes

Through the teaching activities of this lesson, the students' previous one-sided understanding of the water resources on the earth has been changed, and they have a new understanding of the freshwater resources available on the earth. On the issue of mankind's massive waste of freshwater resources, students can combine their own life to find a variety of phenomena, and put forward a number of specific practical water-saving measures, so as to produce a strong sense of water conservation, and realize that "man and nature should live in harmony", which is very meaningful and important. On the one hand, students know that we should respect nature, cherish all that nature has given us, and protect the limited freshwater resources; on the other hand, from their own point of view, to care for the environment and reduce pollution. In this way, man and nature can survive on this planet for a long time, **** the same development. This lesson also penetrates the "sustainable development" education, leaving students unlimited reflection