Relationship between virus and medical equipment

Teaching Design of Microbes in the Biosphere Theme Unit Title Time required for Microbes in the Biosphere * * * 4 class hours, 3 class hours per week Theme Unit Learning Overview Microbes in the Biosphere is one of the top ten topics in biology courses. There are many kinds and quantities of microorganisms, which are widely distributed in the biosphere. They not only play a very important role in promoting the material circulation in the biosphere, but also have a very close relationship with the production and life of green plants, animals and human beings in the biosphere. Viruses, bacteria, fungi and their functions in the biosphere, microorganisms and green animals and plants in the biosphere together constitute a colorful biological world. In the ecosystem, it is an important part of producers. This unit includes four topics: virus, bacteria, fungi and the role of bacteria and fungi in the biosphere. The first topic is to increase the perceptual knowledge of the virus and describe the structure of the virus by observing the morphology and structural diagram of the virus; By observing the schematic diagram of phage reproduction process, the process of virus reproduction is summarized. Topic 2 tells the morphological characteristics of bacteria through the demonstration experiment of "observing bacteria"; Compare the structural schematic diagram of bacteria with the structure of animal and plant cells, and tell the structural composition and characteristics of bacteria. Topic 3 describes the morphological structure of fungi through the group experiment of "observing yeast and mold" Topic 4: Connecting with real life and paying attention to the relationship between microorganisms and human beings. These four topics not only cover all the contents of the textbook, but also expand and upgrade by referring to other versions of the textbook. This unit focuses on the main characteristics, structure and life of the virus; Morphological and structural characteristics, nutritional patterns and reproduction of bacteria; The structural characteristics, nutritional patterns and reproductive patterns of fungi, and their functions in the biosphere. This unit enables students to learn more about microorganisms in the biosphere through group experiments, demonstration experiments and list comparison. Cultivate students' experimental observation ability, data collection and communication and cooperation ability. By investigating the harm of virus to human beings and the advantages and disadvantages of fungi and bacteria to human beings, we know that microorganisms, like animals and plants, are an important part of biodiversity and have great influence on animals and plants and human life. Without microorganisms, the biosphere will not be able to carry out normal material circulation. Let the students know that all the components in the biosphere are a unified organic whole. Thematic unit planning mind map Thematic unit learning goal Knowledge goal: 1. It will describe the main characteristics of viruses, bacteria and fungi. 2. Master the morphological structure and life activities of microorganisms (nutrition and reproduction). 3. Tell the role of bacteria and fungi in the carbon cycle and nitrogen cycle of the biosphere. Ability goal: 1. Practice observing viruses and bacteria with a microscope, and try to draw structural sketches of viruses, bacteria and fungi. 2. Through grouping experiments, deepen the understanding of the structure of yeast and mold, and cultivate the ability of observation and practice. 3. Learn to analyze and solve some practical problems in life by role-playing and expanding activities. Emotional attitude values: 1. Obviously, most bacteria and fungi have more advantages than disadvantages. 2. Develop a scientific attitude of seeking truth from facts, explore the spirit and establish a healthy lifestyle. Corresponding course standard: 1. Name the form, classification, structure and nutritional mode of the virus. 2. Describe the main characteristics of bacteria and tell the similarities and differences between bacteria and animal and plant cells. 3. Know the common fungi in daily life, know the main characteristics of fungi, and tell the nutritional ways of fungi (especially mushrooms and auricularia auricula). 4. Pay attention to the role of microorganisms in the biosphere. Theme Unit Question Design Can all living things on the earth be observed with naked eyes? Topic Division Topic 1: Virus (1 class hour) Topic 2: Bacteria (1 class hour) Topic 3: Fungi (1 class hour) Topic 4: The role of microorganisms in the biosphere (1 class hour) Topic 1. There is only one thing about microorganisms in the seventh grade students' overview. However, this subject knowledge involves almost all microorganisms, which is difficult for students to master and understand. Abstract understanding is difficult, while image understanding is relatively easy. Therefore, in practical teaching, students' understanding can be corrected and strengthened through intuitive picture demonstration on the basis of their existing life experience and knowledge. For the inquiry activities arranged in textbooks, students usually have a certain theoretical basis, but they lack enough practice. Although they have the enthusiasm for inquiry, they can't grasp the scientific nature of inquiry and need the help and guidance of teachers. Topic learning goal Knowledge goal: 1, tell the morphological classification and structural composition of the virus. 2. Summarize the process of virus reproduction. 3. Tell the relationship between the virus and other creatures in the biosphere. Ability goal: to cultivate students' ability to find problems, ask questions and solve problems in cooperation. Emotional attitude values: 1. Cultivate the scientific attitude of seeking truth from facts and the spirit of exploration. 2. Further stimulate students' interest in learning through inquiry activities. 3. Pay attention to the threat of virus to human health. Thematic problem design 1. Virus has no cell structure, why is it said to belong to biology? 2. What harm does the virus bring to human beings? Required teaching materials and resources, information resources, multimedia courseware, micro-projection, conventional resources, electron microscope, permanent filming and other teaching support, other learning activities and design activities in environmental biology laboratory, observing the morphological structure of viruses, guiding: showing pictures of a group of common microorganisms, such as coronavirus pictures that cause SARS, pictures of different kinds of bacteria, asking: What is this invisible object to the naked eye? Is it a creature? 1, the structure of the virus-observe the picture on page 188 and think about it. 2, the life of the virus-watch the video, think and discuss: ① Can the virus survive independently? _ _ _ _ _ _ _ ② What kind of cells can the virus live in? _ _ _ _ _ _ _ (3) What is this lifestyle called? _ _ _ _ _ ④ Does the virus breed new individuals quickly? _ _ _ _ _ _ _ 3. Team members learn from each other and exchange experiences. 4. Summary of teacher comments. Activity 2 Question Guidance: What impact does the virus have on human life and production? What benefits have scientists found in the process of fighting the virus? 1, read the textbook P 1 10, observe the pictures and give examples, and agree that the virus is harmful to human beings. 2. Watch the animation: agree that phage can "swallow" bacteria. 3. Form a conclusion: By observing the pictures, let the students agree that the virus is harmful and beneficial to human beings. The evaluation score is 1, and tell the morphological classification and structural composition of the virus. 2. Summarize the process of virus reproduction. 3. Tell the relationship between the virus and other creatures in the biosphere. Topic 2: Time required for bacteria This topic uses 1 class hour. Topic 2 summarizes the study of this topic, based on students' preliminary understanding of microorganisms. Students will be able to understand bacteria from morphological structure, nutritional mode, life activities and the relationship between bacteria and human beings. Topic learning objective Knowledge objective: 1. Describe the morphological structure of bacteria and tell the similarities and differences between bacteria and animal and plant cells. 2. Describe the life activities of bacteria. 3. Pay attention to the relationship between bacteria and human beings. Ability goal: 1. Try to distinguish the similarities and differences between bacteria and animal and plant cells. 2. By observing the permanent load of bacteria, learn to use the microscope correctly and train basic experimental operation skills. 3. Initially learn to observe the morphological structure of bacteria with high-power microscope, and cultivate meticulous observation ability and hands-on ability. Emotional attitude values: 1. Cultivate the scientific attitude of seeking truth from facts and the spirit of exploration. 2. Pay attention to the relationship between bacteria and human beings. Thematic problem design 1. Why does food go bad fast in summer and slow in winter? How do saplings grow into towering trees? 2. What is the difference between the structure of bacteria and viruses? Required teaching materials and resources, information resources, multimedia courseware, micro-investment conventional resources, permanent mounting of various bacteria, teaching support environment, other learning activities in the biological laboratory, design activities, demonstration experiments: observing bacterial problems, reading guide: what is the morphological structure of bacteria? What are the similarities and differences with animal and plant cells? 1. Make clear the purpose and requirements of the experiment, count the materials and appliances, and observe them with a microscope as required. 2. The group showed the experimental results through micro-projection and exchanged experimental experience. 3. Try to draw a schematic diagram of bacterial structure to identify each cell structure and exchange comments between students. 4. Try to compare the similarities and differences between bacterial structure and animal and plant cell structure, and further clarify the basic structure of bacteria. 5. Summary of teacher comments. Activity 2 Data analysis: Question leads to: Bacteria are almost everywhere. We deal with bacteria all the time. Is the exposed bacteria harmful to us? 1. Show video: Some bacteria can make people sick and make food rot. 2. Draw a conclusion that bacteria have both advantages and disadvantages for human life. Activity 3: Test students' differences in cell structure between bacteria and animals and plants: Summary: 1. How to distinguish the structure of bacteria and animal and plant cells? 2. What's the difference between bacteria and viruses in cell structure? Evaluation element 1. Observation and evaluation method of demonstration experiment: on-the-spot evaluation based on rules (combining teacher's observation with students' mutual evaluation) Evaluation points: (1) Skillful use of experimental instruments such as microscope; (2) Good cooperation, careful recording and completion of experimental report; (3) Abide by laboratory specifications and requirements. 2. Draw a cell map. Evaluation method: mutual evaluation between teachers and students. Key points: ① The drawing method is standardized and correct; (2) objective, true and scientific, and the structural name is marked accurately. The third class required by fungi is 1. The study of this topic is summarized in the third topic, which is based on students' preliminary understanding of microorganisms. Students will be able to understand fungi from the aspects of morphological structure, nutrition, life activities and the relationship between fungi and human beings. In particular, it is pointed out that the nutrition methods of mushrooms and auricularia auricula are easily confused with plants. Thematic learning objective Knowledge objective: 1. The main characteristics of fungi. Know the common fungi in daily life, and tell the nutritional patterns of molds and mushrooms 3. Understand the propagation mode of fungi: 1. Learn to observe with a magnifying glass; 2. Through grouping experiments, we can deepen our understanding of the structure of yeast and mold. Emotional attitude values: 1. Cultivate the scientific attitude of seeking truth from facts and the spirit of exploration. 2. Pay attention to the relationship between bacteria and human beings. When designing steamed bread in winter, why put the dough in a warm environment? Where is it easy to find mushrooms in summer? Required Teaching Materials and Resources Informationization Resources Multimedia Courseware Conventional resource slides, coverslips, magnifying glasses and other teaching support Other learning activities in the environmental biology laboratory design activities 1: Scene introduction shows pictures of common fungi to guide students to understand fungi. Activity 2: Observe Penicillium growing on oranges and Aspergillus growing on steamed bread and solve the following problems (1). What's the difference between Penicillium and Aspergillus in shape and color? What are the similarities? (2) How do Penicillium and Aspergillus breed their offspring? (3) What conditions are needed for spore development? Evaluation score (1) Can you name some common fungi? (2) Observe the morphological structure of Penicillium and Aspergillus with a magnifying glass? (3) Tell the similarities and differences between fungi and bacteria correctly? (4) Describe the main characteristics of fungi? Topic 3 the role of bacteria and fungi in the biosphere needs 1 class hour. Topic 3 Overview This course is designed after students have learned the main characteristics of various microorganisms. Through the study of this topic, students can deeply realize that microorganisms, like animals and plants, are an important part of biodiversity and have a great influence on animals and plants and human life. Without microorganisms, the biosphere will not be able to carry out normal material circulation. Let the students know that all the components in the biosphere are a unified organic whole. Thematic learning objective Knowledge objective: 1. Describe microorganisms that promote the carbon cycle. 2. Describe that microorganisms promote carbon cycle. Ability goal: in observation, experience, inquiry and other activities, through personal experience and sentiment analysis, exercise abstract thinking and logical thinking ability. Emotion, attitude and values: let students know that all the components in the biosphere are a unified organic whole. Why did the internal organs buried in the flowerpot disappear in a few days? Required teaching materials and resources, information resources, multimedia courseware, pictures of conventional resources, multimedia teaching support environment, other learning activities in biology laboratory, design activities 1: scene introduction, showing common pictures, and guiding students into the role of bacteria and fungi. Activity 2: Observe the carbon cycle and nitrogen cycle diagram Activity 3: Organize the knowledge of this unit, and cooperate with the group to complete the induction and summary of this unit's knowledge, and present it in the form of concept map. Evaluation points of (after-class completion) evaluation method: unit test paper (teacher comments and records scores) evaluation points: test scores reach the qualified level.