2.2 Breathing and Healthy Living
This lesson has been shown in previous teaching and research, but because the school failed to watch it on the spot during the day's research, it is still very enlightening to learn the lesson plans of the two teachers.
My teaching process is divided into four parts.
One: concentration: guess the number of breaths per minute in a calm state;
Second, exploration: test the number of breaths per minute in calm state and different exercise States;
Three: discussion: the benefits of speeding up breathing;
Four: expansion: the function of the lungs.
My course structure is basically the same as that of Teacher Yandong. Before this class, I was very worried. Because it involved indoor sports and worried about the chaos in class, I changed "walking slowly" to "walking fast" and "jumping" to "squatting". Unexpectedly, because students have to count the number of breaths quickly, they will soon be quiet and orderly after exercise.
When focusing, I made a mistake, that is, I forgot the purpose of asking students to guess the number of breaths, but went straight to the link. Every link of curriculum design should be based on evidence. The purpose of guessing is to experience the process of "prediction" in scientific inquiry on the one hand, and to introduce the topic of "breathing and healthy life" on the other hand.
I found that children aged 8~ 10 usually breathe 18~20 in a calm state, but after testing, the number of breaths of children is about 25. It should be that students are slightly excited to test whether they have reached a calm state. When sharing personal breathing times, the students were very enthusiastic and raised their hands, but I could only draw seven or eight people, so I changed to group discussion and sent group representatives to report to the teacher. However, I found that I can do this to improve this. I can divide the breathing time into different sections. Raise your hand below 15, 15~20, 10~25, and raise your hand above 25, which can count the data of the whole class and enhance the participation of each student.
2.3 "Measuring vital capacity"
Last class, many children secretly held their breath, but the default focus of this class was "whistling", which was a bit loud in the classroom, and I found that the length of holding their breath was also related to their vital capacity, so I changed the introduction to "holding their breath".
My teaching process is divided into four parts.
One: concentration: the secret of holding your breath for a long time is to lead to "vital capacity";
Two: exploration: measuring vital capacity;
Discussion: Understand the factors that affect vital capacity;
Four: expansion: the way to increase vital capacity.
The first link is "You should breathe several times in at least two minutes", in other words, "Hold your breath". In this activity, I learned from the statistical experience reflected in the last class. It is a good phenomenon that students raise their hands in sections, and they are enthusiastic and orderly. This kind of introduction is very interesting and active for children, and it will be quieter. I think it's better than whistling. When asked, "What do you think is the secret of holding your breath for a long time?" Many children will say "the volume of gas in your body", but it is not easy to say the words "large lung capacity" directly. The teacher needs to add questions to guide you in the middle, so the lead-in time is a little longer. I think the time to hold your breath can be changed to one minute, just taste it.
Students will have a vital capacity test almost every semester, but it is not easy for students to mention that vital capacity is the amount of air they inhale "the most" and then "try their best" to blow it out, which requires the guidance of teachers. Also, during the exam, the teacher must emphasize and even ask questions. How many breaths does it take to test vital capacity? Make sure the students know that this is a kind of breathing. I forgot to emphasize in the first class that there is a phenomenon that children have been blowing all the vital capacity test bags. And one person and three tests, it feels a bit time-consuming. I'm going to change it to two tests per person and realize that vital capacity is the maximum air volume.
In the recent class, I also noticed one of my own problems, that is, the words in the class should be concise and specific, and "control variables" should be reflected.