Water is the source of life. Without water, our life would be unimaginable. However, with the rapid growth of population, the rapid development of industry and agriculture, and the serious pollution of water resources, the phenomenon of water shortage in many areas has become increasingly serious, and various diseases caused by water pollution have also brought people pain. Therefore, it is imperative to save water and protect water resources. However, students' understanding of water is limited to the great use of water, and they seldom understand the shortage of fresh water resources and the seriousness of water pollution. Therefore, environmental protection activities of saving water and protecting water should be carried out in primary schools, and children's awareness of protecting water resources and protecting the environment should be cultivated from an early age. The development of this activity theme also has long-term benefits, which is more conducive to improving the environmental awareness and quality of the whole nation. Teaching material analysis:
This activity is designed according to the curriculum standard "Understand the important role of water in life, feel the close relationship between water and life, and stimulate the consciousness of exploring and protecting water".
Water is a substance that children are very familiar with and closely related to life. In the first grade study and life, children also accumulated a lot of knowledge about water. Therefore, children are not only very interested in carrying out scientific activities and environmental education activities around water, but also easy to understand, which can also help them improve their knowledge and understanding ability and further feel the relationship between man and nature and between man and society. Guide them to try to understand water in various ways, understand the important role of water in human life, feel the scarcity and preciousness of water resources in China and even the world, and then consciously form a good habit of saving water and a preliminary consciousness of caring for water resources.
Development and utilization of curriculum resources;
This activity integrates the five units of "Our life can't live without water" and "Protect and save water", and designs the theme of "Why is water dirty", so that students can get a preliminary understanding of the current situation of water resources in China, feel the scarcity and preciousness of water resources, explore the reasons why water is dirty through investigation and analysis, and form the consciousness of caring about surrounding water resources, saving water and caring for water resources. "Teaching objectives:
1, understand the water resources on the earth and its present situation, and feel the scarcity and preciousness of water resources. 2. Students search for information, explore and understand the causes of water pollution, and ask them to design various methods to protect water resources.
Enable students to initially establish environmental awareness of saving water and caring for water resources. 3. Continue to cultivate students' cooperative learning ability in groups.
Teaching preparation: courseware, questionnaires, beakers, water samples, pictures and other materials. Teaching structure: 1 class teaching process: 1. Introduce dialogue to stimulate interest.
Teacher: Children, look what the teacher has brought you. (Show a glass of clear water) Health: Water (Write: Water on the blackboard at once)
Teacher: Who can give you a brief introduction of what this glass of water looks like? Health: colorless and tasteless. Health: Water is transparent and will flow.
Teacher: Yes, the water should be so clear and transparent. Then where can we find it? Health 1: in oceans and rivers. Health 2: In streams and lakes.
Health 3: In ponds, glaciers and underground.
Teacher: There seems to be a lot of water around us! Are they all as clean as this glass of water?
(Then the projector shows a cup full of sewage.)
Teacher: This is the water that a classmate fished out of a nearby river. Take a closer look. What does it look like? Health 1: black!
Health 2: There is a thick layer of oil and dirt on the water. Teacher: Come and smell it. What is this? Health: It stinks!
Teacher: What do you want to ask when you see such water? Health 1: Why is the water dirty? Who got it dirty? Health 2: How can we purify the water?
Teacher: Good question! Today, let's find the answer together. Then add the topic: Why is the water dirty? )
(Design intention: Through comparative observation, stimulate students' interest and desire to explore problems, give play to students' subjectivity, improve students' interest in learning, and also reveal the objectives of this activity. ) 2. Group cooperation to explore the causes of dirty water 1. Methods of exchanging and collecting data
Teacher: Before class, the teacher asked everyone to group into our lives to find the answers. Have you found all the children? Okay, then.
Let's tell you what methods you have used. Health 1: My mother and I went to Southwest Bookstore to look up many books. Health 2: I found a lot of pictures and words on the Internet. Health 3: My father and I went to the river to take pictures of the river.
Health 4: I drew a river near my home. Health 5: I took a glass of water from the river to observe.
Teacher: Great! You used all kinds of good methods to find information. Then you must have gained a lot. Let's invite you here.
Communicate the collected information with the students in the group. I believe that as long as we work together in Qi Xin, we will definitely find out the cause of dirty water. 2. Group cooperation to explore the reasons
Teacher: Let's think back first. How do we usually study in groups? freedom of speech
(Then the courseware shows the requirements of group cooperative learning) Teachers distribute record cards.
Teacher: I want to remind you to pay attention to your classmate's speech, give applause to the classmate who has collected good information and record his good opinions.
Write it down, and finally choose a team member to report the conclusion of your group on behalf of the group. The study time is 10 minute. Now let's compare which group works best! Group cooperative learning begins! Students exchange and discuss in groups, and teachers patrol and guide. Group A: The group leader is organizing the group members to speak.
Team leader: Please report the information you have collected 1, and the rest of the students will listen carefully, and then add your opinions after listening. Health 1: It is known from the book that the discharge of industrial wastewater and waste residue into water is the main cause of water pollution. Health 2: I saw many people dumping garbage into the river on TV, which made the river dirty and smelly!
Health 3: I saw from the Internet that many paper mills and fertilizer plants also discharged toxic sewage into the river. I also know that every year in Beijing
900 million tons of sewage will be discharged into rivers, and 83 rivers in the city will be polluted (download the picture to show it immediately).
Teacher: You are really capable of finding so much information at once! If these reasons are summarized into clauses, it will be even more.
Safe.
The team leader leads the team members to sort out their opinions.
Group b is having a discussion. Student 1: (Show your own stick figure) This is a river near my home. Health 2, why did you paint the river colorful?
Health 1: Because the residents there pour all kinds of dirty water into the river, and there is also a slaughterhouse that goes into the river every day.
Discharge a lot of smelly feces.
Health 3: What are these thick black pipes for? Health 2: It must be used by those factories and residents to discharge sewage. Health 4: Write it down quickly!
The team leader records the speeches of the team members, and the teacher checks the records. Group c is electing outstanding representatives.
Health 1: I think the information Xiao Lin is looking for is very good. He found many pictures from newspapers and the Internet. He made the water dirty.
The reason is clear, so I chose him to speak.
Health 2: I think Xiaowen's performance is also good, but his experiment can't explain how the water gets dirty. Health 3: I also choose Xiao Lin. I think he will use his head when he speaks and make it clear.
Teacher: The teacher also believes in your choice! Now let's cheer for Kobayashi with applause! I hope Kobayashi can finish this time smoothly.
Mission.
Then the team leader perfected the record card.
(Design intention: Teachers seize the right opportunity to organize students to carry out group cooperative learning, giving students enough time to effectively guide the process of group cooperative activities. Let students learn from each other in a relationship of mutual respect, democracy and harmony, experience the fun of success and enhance their self-confidence. ) 3. 10 minutes later, report collectively. Group a report
Health 1: Our group thinks that dirty water is caused by the factory discharging waste water, waste residue and toxic substances into the water at will. Mutual evaluation among students:
Health A: I agree with your group, but our group would like to add that in fact, the water discharged from farmland is also
Pesticides, fertilizers and all kinds of feces washed down by rain.
Health B: I would also like to add that some hospitals also throw used medicines and other rubbish into the water, which makes the water dirty. Health 1: Thank you for your help. Group b report
Health 1: Our group thinks that the water is dirty because residents keep dumping garbage into the water, and the sewage from sewers is directly discharged into the river.
Caused by it.
Teacher-student mutual evaluation:
Health A: I agree with you. Our team also saw from the internet that due to the arbitrary discharge of sewage, every western suburb of Beijing
There are 0. Every year, 5% wastewater seeps into the aquifer. 3.3 billion tons.
Health B: I think the dirty water is also related to some accidents: Xiaojie of our group saw an underwater oil pipeline in the newspaper.
There have been bursts, and some cargo ships full of chemical raw materials hit the rocks and capsized, and those oils and chemicals polluted the water.
Teacher: I think your speech is very convincing. Which student can sort out the opinions of these groups,
What is the cause of dirty water? (showing cartoons)
Health 2: Dirty water is caused by harmful substances in industrial wastewater and waste residue directly discharged into rivers by hospitals, domestic garbage and sewage.
In China, farmland drainage, pesticides and fertilizers flow into rivers.
Teacher's comment: Just now, each of your children worked hard to cooperate and communicate with each other, and soon found out the reason why the water became dirty, which also made you relaxed a lot.
Teachers have increased their knowledge, thank you!