1, body structure
Teaching objectives:
1, scientific concept: the human body can be divided into head, neck, trunk and limbs according to its appearance characteristics, and it can be divided into different structures according to different things. The external characteristics of the human body can be observed directly, and the internal characteristics can be observed with some tools.
2. Process and method: You can use observation methods such as touching, pinching and listening to understand the internal structure of the body in combination with experience activities. According to the different observation purposes, we can choose the appropriate observation method.
3. Emotion, attitude and values: In observing the human body, imagination and actual observation can be distinguished to ensure the authenticity of observation activities. I am interested in exploring my body and feeling the exquisite and harmonious beauty of human body structure.
Teaching focus:
Which parts of the body are made up of what, and know the characteristics of left-right symmetry of the human body.
Teaching difficulties:
Observe the internal organs of the body.
Teaching preparation:
White paper, magnifying glass, ruler, basic structure diagram of human body, etc.
Teaching process:
Introduction: The ability of animals is related to their physical characteristics.
1, ask a question: Everyone knows that frogs are good at catching insects. Why are frogs good at catching insects? Why can an eagle catch a clever mouse? Why can woodpeckers eat pests on tree trunks?
2. Video screening: Frogs' eyes, hind legs and tongue are good at catching insects and camouflage their skin color to protect themselves; Eagles have hard hooked beaks and sharp claws, which are suitable for catching mice. Woodpecker's beak is suitable for pecking insects hidden in the trunk, and its claws are suitable for grasping the trunk with two toes behind the first two toes.
3. Summary: The skills of animals are related to the characteristics of their bodies.
4. Lead to the topic: What skills do people have? Why are people so capable? Today we will observe our bodies.
Second, observe the human body.
1, observe the body shape.
What parts are our bodies made of?
Let the students observe that the human body can be divided into several big parts, such as head, neck, trunk and limbs, and further divide these big parts into small parts. For example, the trunk can also be divided into chest, abdomen, shoulders, waist, buttocks, back and so on.
2. The human body is symmetrical.
(1) The teacher asked: If you draw a line from the top of your head and divide your body into left and right parts through the tip of your nose, what will you find?
Students answer that the human body is symmetrical. Ask the students to say specifically how to be symmetrical. Through discussion, the students made it clear that the eyes, ears, nose, upper limbs and lower limbs on the left and right sides of the human body are not only the same in size, length, thickness, color, shape and position, but also correspond to each other one by one.
(2) Let students experience the benefits of symmetrical body structure.
Activities: ① Experience seeing with two eyes is wider than seeing with one eye;
Activity: ② Make students realize that two eyes can see more accurately than one eye;
Activity: ③ Let students tie the red scarf with two hands first, and then tie the red scarf with one hand, so that students can realize that two hands are more convenient and flexible than one hand.
Activity: ④ Make students realize that if the feet are not the same length, it is inconvenient to bend over, go up the steps and turn, and it is difficult to keep balance.
3. Observe the inside of the body.
Show the outline of the human body and ask the students to imagine what the inside of the human body looks like.
What is under the skin, what is under the muscle, what is wrapped in the bone, and how are blood vessels and nerves distributed? ...
4. How does the body work:
Make use of students' familiar physical activities, and let students show the participation of many body parts in the activities with bubble charts.
Thinking: If we divide people according to their types of work, what can we think of the composition of the human body?
Third, the extension of the class.
Question: Walking upright is one of the important characteristics that distinguish people from other animals. Please consult the information to find out what structural characteristics the human body has before walking upright.
Fourth, after-class summary:
1. From the appearance, the human body is divided into four parts: (head), (neck), (trunk) and (limbs).
The left and right parts of the human body are (balanced) and (symmetrical).
2, bones, joints and muscles
Teaching objectives:
1, scientific concept: The physical activity of human body is completed by bones, joints and muscles. Under different exercise forms, the combined structure of bones, joints and muscles will be different.
2. Process and method: On the basis of observation, make observation records of upper limb structure, and in the process of continuously improving understanding, you can consciously supplement and improve your own observation records. The dynamic physical activity process can be decomposed into several actions, and detailed and purposeful observation activities can be carried out.
3. Emotion, attitude and values: able to share research results with others on the basis of independent thinking and willing to cooperate and communicate. Can correctly treat the imperfect results in observation and research, and be good at perfecting understanding in repeated observation and research.
Teaching focus:
Understand the coordinated movement of bones, joints and muscles in exercise, and the role of bones, joints and muscles in doing different exercises.
Teaching difficulties:
Through observation and recording, record the thoughts and thinking process of research topics in each learning period.
Teaching preparation:
Basic structure diagram of human body, skeleton model diagram, etc.
Teaching process:
Introduction: There is a scaffold in our body, which is the bone. Bones support our bodies, protect our internal organs and enable us to carry out various activities. Can bones move independently? What organizations work in harmony with bones?
Second, observe the movement of upper limbs.
1, lifting heavy objects: students experience holding dumbbells in one arm. Feel the changes and functions of muscles during exercise;
Try to use different observation methods to understand the coordinated movement of bones, joints and muscles in exercise. You can feel the force when you pick it up and put it down, and the muscle changes are different.
Observation and communication: the relationship between upper limb bones, joints and muscles in activities.
3. Observe objects similar to bones, joints and muscles.
The expansion of the understanding of bones, muscles and joints, using similar structures in modern machinery, intuitively shows the functional characteristics of the three.
Regular physical exercise can make our bones strong, muscles developed and joints more flexible.
Thirdly, clarify the relationship between the three and rise to the height of healthy life.
Third, the extension of the class.
The relationship between participating in physical exercise and our bones, muscles and joints.
Fourth, after-class summary:
1, bones have the functions of supporting the body, protecting internal organs and supporting sports.
2. Bone can't move independently; It works in harmony with joints and muscles.
3. What happens during exercise (1)
Teaching objectives:
1, scientific concept: the human body needs oxygen for exercise, and the gas exchange in the lungs sucks oxygen into the blood and excretes carbon dioxide. The more people exercise, the more oxygen they consume, so it is necessary to speed up the breathing in the lungs to absorb more oxygen. Regular exercise can increase the body's vital capacity and be beneficial to health.
2. Process and Methods: Combining the experimental phenomena and related information, the reasons for the accelerated breathing times were analyzed.
3. Emotion, attitude and values: Willing to communicate with classmates and able to cooperate to complete experimental activities.
Teaching focus:
Taking the changes after physical activities that students can easily feel as clues, this paper introduces the respiratory and circulatory systems into students' field of vision, and shows the functions and connections of these two systems in supporting human activities.
Teaching difficulties:
Taking the changes after physical activities that students can easily feel as clues, this paper introduces the respiratory and circulatory systems into students' field of vision, and shows the functions and connections of these two systems in supporting human activities.
Teaching preparation:
Stopwatch, stethoscope, plastic bag, straw, vital capacity measuring instrument
Teaching process:
First of all, introduce.
When we jump, bones, joints and muscles all participate in movement and change. What other changes have taken place in our bodies?
Second, explore the changes of breathing times before and after exercise.
1, play the video. (Students' signs after running, such as sweating, wheezing and fatigue)
Report and exchange: What changes have taken place in the body after exercise? Shortness of breath, sweating, rapid heartbeat, etc. )
2. Question: Why did this reaction occur? Today, let's study what happens to the body after exercise.
Third, why does breathing accelerate?
1, Question: We breathe all the time. With the increase of exercise, the number of breaths per minute will also increase. So what is the relationship between exercise and breathing?
2. Experience activities: What does it feel like to breathe the air in the plastic bag repeatedly?
Try to explain why this happened.
Students guess.
Verification activity: Compare three bottles of different gases.
With the help of data, I realized that breathing is a process of gas exchange.
3. Explain the relationship between exercise and breathing.
By measuring the changes of heartbeat and the number of breaths after heartbeat, this paper studies why breathing is accelerated, and introduces the relationship between breathing, heartbeat and human activities into students' research field of vision.
Knowing that exercise consumes oxygen, the function of breathing is to exchange oxygen and carbon dioxide gas.
Fourth, after-class summary:
Keep running and exercising every day. If our breathing volume increases, it means that our bodies have been exercised.
4. What happens when you exercise (2)
Teaching objectives:
1. Scientific concept: The oxygen needed by human body enters the blood after being inhaled by the lungs, and then is transported to all parts of the body by the heart through blood vessels, and wastes such as carbon dioxide are collected and excreted. Exercise can strengthen the heart, which is good for health.
2. Process and method: I am willing to communicate with my classmates and cooperate with them to complete the experimental activities.
3. Emotion, attitude and values: feel the process of coordination and cooperation between organs in the process of human respiratory circulation, and feel the exquisite and harmonious beauty of human structure.
Teaching focus:
To understand the function of the heart to transport blood when the lung completes gas exchange in human activities.
Teaching difficulties:
To understand the function of the heart to transport blood when the lung completes gas exchange in human activities.
Teaching preparation:
Ear-absorbing ball, 2 sinks, water and heart model.
Teaching process:
First of all, introduce.
1. Play a video about sports. (Play the video of students' signs after running, such as sweating, wheezing and fatigue)
(2) Reporting and communication: What changes have taken place in the body after exercise? (Breathing faster, sweating faster, heartbeat faster, etc. ) Review: Why does breathing accelerate after exercise?
(3) Question: Why does the heart beat faster?
Second, know the heart and heartbeat.
1. (Show heart model) What does a human heart look like? Explain the location and size of the heart
2. Read books to understand what the heart is doing?
3. (Play video) Explanation: Our heartbeat means that the heart is beating, that is, the heart is contracting and relaxing. The process of heart contraction and relaxation is what we often call heartbeat.
4. (Play video) Understand the process of heart contraction and relaxation to make blood circulate in human body.
5. Know the reason why the heart beats faster after strenuous exercise.
What role does the beating heart play in the process of blood circulation? (Playing video)
Earwash balls and plastic tubes are used to simulate the stress and blood transport during cardiac contraction and relaxation.
Summary: The heartbeat keeps the blood circulating in the human body, and the blood continuously delivers oxygen and nutrients to all parts of the human body, and at the same time discharges the waste gas produced in the body through the lungs. So, what changes have taken place in the blood circulation in the human body due to the accelerated heartbeat? The rapid heartbeat accelerates the blood circulation of the human body. )
Second, extracurricular expansion.
Regular physical exercise can enhance our cardiopulmonary function and make us healthier.
Third, summary:
What did you learn from this lesson? What did you get?
5. The movement of food in the body
First, the teaching objectives
1. Digestive organs mainly include oral cavity, esophagus, stomach, small intestine and large intestine and their respective functions. Food will enter these digestive organs in turn in the human body and be digested and absorbed.
2. Understand the characteristics and functions of digestive organs such as esophagus, stomach and small intestine.
Second, the focus of teaching
Understand the digestive organs of human body, and understand the functions and characteristics of digestive organs.
Third, teaching difficulties
Understand the function and characteristics of digestive organs.
Fourth, teaching preparation.
Teacher: Give each student: a record sheet of human digestive organs. Preparation for each group: plastic bags, water, vegetables, and small pieces of cooked steamed bread; Transparent plastic hoses and cooked rice grains were used to simulate the experiment of transporting food through esophagus.
Teaching process of verbs (abbreviation of verb)
Students have to eat food for three meals a day, so why should we eat food? Who wants to talk?
Health: ......
Teacher: We only have the strength to do things after dinner. Where does the power come from?
So, how does food provide us with strength and energy? This is what we are going to learn today.
Writing on the blackboard: the travel of food in the body
1. Where did the food go?
1. What major digestive organs does the food pass through?
(1) First of all, I want to test you: Where did the food we usually eat go from our mouths?
The students answered.
Where else could it be? Teacher's feedback: Yes, food is like a tourist traveling in our body.
(2) Which organs of our body are related to the digestion and absorption of food?
Second, explore the digestive organs of human body.
The oral cavity, esophagus, stomach, small intestine and large intestine mentioned by the students just now are all related to the digestion and absorption of food. Do you want to know what these important organs look like? How do they all participate in transforming food into energy?
All right! Let's take a look at the first stop of the gourmet tour: oral cavity.
☆( 1) What's in your mouth? What happened to the food in your mouth?
Oral cavity: teeth, tongue, saliva. (Function: food grinding)
Q: Why do you grind food? (easy to swallow)
What happens if you swallow it without grinding it? (Stuck in the throat)
☆(2) The throat is called "esophagus". Food is transported to the stomach through the esophagus.
Experiment 1: ② Put a few grains of rice in a plastic tube. What can we do to push rice forward? Which part of our digestive organ is the plastic tube in the experiment?
Methods: peristalsis
What are the characteristics of this organ?
Esophagus: straight, smooth and soft.
Function: transport food to stomach
☆(3) This is the second stop of the food tour: the stomach. What's the stomach like? Like what? (bag)
Experiment 2: ① Fill plastic bags with water and cut them into small pieces of steamed bread and vegetables. If we squeeze this bag repeatedly, what will happen to the food inside? Which of our digestive organs works like this bag?
Function: temporarily store food, decompose and grind food into chyme.
Where is the ground chyme?
☆(4) Third stop: small intestine. What are the characteristics of small intestine?
Small intestine: long and curved
Function: the most important place to digest and absorb food nutrition.
Teacher: If the small intestine is long, it can fully absorb the useful things in food and provide us with energy, but can it be completely absorbed? The residue will be further absorbed at the next station.
☆ (5) Fourth stop: large intestine. What are its characteristics? Thicker and shorter than the small intestine.
Function: Absorb water from food residue and store dry undigested food (feces).
2, show the digestion process diagram
3. Summary: It turns out that food travels in the body like this.
The teacher told us: after food is chewed in the mouth, it passes through the esophagus to the stomach. The stomach further decomposes the steamed buns into porridge-like chyme, which is gradually sent to the small intestine and then digested and absorbed by the small intestine. Finally, only the residue remains in the large intestine that absorbs water. This is the process of food digestion.
Now, the students have learned the route of food in the body. Please take out your pencils and try to draw where the food goes from your mouth in turn.
Third, summarize.
With these digestive organs, food can be digested and absorbed by our bodies. Provide us with energy, so that our food has the power to study and live.
Is the digestive organ important? How to protect your digestive organs? What good habits should I develop when eating?
Summary: (1) Chew slowly, don't "swallow dates";
(2) eating moderately, not overeating, not greedy for cold, spicy and irritating food;
(3) the law of daily life and defecation.
6. Changes in oral cavity
Teaching objectives:
1, scientific concept: teeth, tongue and saliva * * * participate in the process of food digestion in the mouth, with different functions. There are three kinds of teeth, incisors, canines and molars. Different teeth have different functions. Protecting your teeth is good for your health.
2, process and method: can carefully observe the shape characteristics of teeth.
3. Emotion, attitude and values: Willing to share research results with others and willing to cooperate and exchange.
Teaching focus:
The energy needed for human exercise comes from the absorption of nutrients in food by digestive organs. A good preliminary digestion process of food in the mouth will be beneficial to the work of the whole digestive organ.
Teaching difficulties:
On the basis of observation and existing experience, I can record the changes of food in the mouth and the characteristics and distribution of tooth shape, and I can consciously supplement my own observation records in the process of continuous improvement.
Teaching preparation:
multimedia courseware
Teaching process:
First of all, introduce.
Oral cavity is the place where food digestion begins, so what role does oral cavity play in digestion? How does it work?
1. The observation port tried to
Step 2 observe the teeth
① Observe the teeth, discuss the different shapes of teeth, draw an arrangement diagram of teeth distribution, and name them according to the shapes of teeth.
② Discuss the role of teeth. You should know that teeth play the role of chopping and grinding food, and different teeth undertake different jobs. Because of the chewing of teeth and the stirring of tongue, the food changes from big to small, which speeds up the digestion.
③ Understand the coordination of three kinds of teeth in chewing activities.
Second, discuss the protection of teeth.
1. What is tooth decay?
2, through the pre-class survey, let students discuss and communicate:
(1) Think about it, how do you usually protect your teeth?
(2) What bad habits do you think will affect the growth of teeth?
Third, after-class summary:
1. Saliva in the mouth preliminarily digests starch in food.
2. Teeth can be divided into incisors, canines and molars according to their shapes.
3. Each tooth consists of a crown and a root.
7. Take care of our bodies
Teaching objectives:
1. scientific concept: different parts of the human body are not isolated, but closely cooperate in various life activities.
2. Process and method: The relationship between human organs can be expressed intuitively by drawing. Be able to express your views clearly and improve your language ability.
3. Emotional attitude and values: I am interested in exploring my own body and feel the exquisite and harmonious beauty of human body structure. Be able to share research results with others on the basis of independent thinking, and be willing to cooperate and communicate.
Teaching focus:
Different parts of the human body are not isolated in various life activities, but closely cooperate with each other.
Teaching difficulties:
You can use the method of drawing to visually express the relationship between various organs of the human body.
Teaching preparation:
model of human body
Teaching process:
First of all, introduce.
1, how do the various senses of the human body work together?
(1) Panel discussion: How do various organs of the human body work together? Presented by graphics and text.
(2) Exchange discussions and enjoy mutual understanding.
(3) Draw a picture representing a simple relationship.
(4) Communicate and discuss, find the relationship between diagrams on the basis of simple drawing, and draw a new diagram according to this relationship.
2, the connection between human organs
Draw the connections between various organs of the human body.
Second, a healthy life.
Through the discussion, let the students understand that "a healthy life means that we care about our bodies and promote them to work more harmoniously after we know their structures and interaction rules."
Third, after-class summary:
1. Breathing allows us to inhale oxygen-enriched air and exhale exhaust gas containing a lot of carbon dioxide.
2. The most widely distributed blood vessels in human body are capillaries.