Iron ore: the proven iron ore area in China 1834. Large and super-large iron mines mainly include Anshan-Benxi iron mine in Liaoning, Jidong-Beijing iron mine, Handan-Xingtai iron mine in Hebei, Lingqiu-Pingxingguan iron mine in Shanxi, Wutai-Lanxian iron mine in Shanxi, Baotou-Baiyunebo rust rare earth mine in Inner Mongolia, Lutong iron mine in Shandong, Ningwu-Lu Yu longitudinal iron mine, Huoqiu iron mine in Anhui, Erdong iron mine in Hubei, Xinyu-Ji 'an iron mine in Jiangxi and Minnan iron mine in Fujian. Sichuan Panzhihua-Xichang Vanadium-Titanium Magnetite, Yunnan Central Yunnan Railway Mining Area, Yunnan Damenglong Iron Mine, Shaanxi Lueyang Yudongzi Iron Mine, Gansu Hongshan Iron Mine, Gansu Jingtieshan Iron Mine, Xinjiang Hami Tianhu Iron Mine and so on. Manganese ore: there are 2 13 proven manganese ore areas in China, mainly including: Wafangzi manganese mine in Liaoning; Fujian Liancheng manganese mine; Hunan Xiangtan, Minle, Agate Mountain, Xiangtaoyuan and other manganese mines; Guangdong has manganese mines such as Dai Xiao and Xinchun. Manganese mines such as Bayi, Xia Lei and Lipu in Guangxi; Gao Yan manganese mine and Jiaodingshan manganese mine in Sichuan; Guizhou Zunyi manganese mine. Chromite: There are 56 producing areas, mainly salto Sea in Xinjiang, Luobusa in Tibet, Hegenshan in Inner Mongolia and Jier in Gansu Avenue. Copper mine: 9 10 proven mining areas, mainly: Duobaoshan, Heilongjiang Province; Jintagetu Mountain and Huogeqi in Inner Mongolia Autonomous Region; Hongtoushan, Liaoning; Tongling copper mine concentration area, Anhui province; Dexing, Chengmen Mountain, Wushan and Shuiping in Jiangxi Province; Hubei Daye-Yangxin copper concentration area; Shijiazhuang, Guangdong; Zhongtiaoshan area, Shanxi Province; Dongchuan, Yimen and Dahongshan in Yunnan Province; There are many marathons, chardonnay and pine trees in Yulong, Xizang Autonomous Region. Ashele and other copper mines in Xinjiang. Bauxite: there are 3 10 producing areas, mainly including: Keke, Shigong, Wang Xiang, Xihedi, Taihu Stone, Guopianliang-Leijiasu and wide lawn in Shanxi; Caoyao, Maxinggou, Jiagou, Shi Si, Zhulingou, Jiagou and Zhijian in Henan; Zibo, Shandong; Guangxi Zhuang Autonomous Region Pingguo Nadou; Guizhou Zunyi (Tuanxi), Dai Lin, Xiaoshanba and other bauxite areas. Lead-zinc mine: more than 700 producing areas, mainly: Xilin, Heilongjiang Province; Hongtoushan and Qingchengzi in Liaoning Province; Caijiayingzi, Hebei Province; Baiyinnuo, Dongsheng Temple, Jiashengpan and Tanyaokou in Inner Mongolia Autonomous Region; Xicheng (Changba), Gansu Province; Lead cave mountain in Shaanxi province; Xitieshan, Qinghai Province; Shuikou Mountain and Huangshaping Mountain in Hunan Province; Fankou, Guangdong; 5 departments in Zhejiang Province; Cold water pit in Jiangxi province; Qixia Mountain, Jiangsu Province; Large factories in Guangxi Zhuang Autonomous Region; Lanping, Huize and Dulong in Yunnan Province; Lead-zinc mines such as Daliangzi and Xiacun in Sichuan Province. Nickel ore: there are nearly 100 producing areas. Mainly Hongqiling and Red White Pine in Jilin Province; Jinchuan, Gansu; Kalatongke and Huangshan in Xinjiang Uygur Autonomous Region; Lengshuijing and Yangping in Sichuan Province; Nickel mines such as Baimazhai and Mojiang in Yunnan. Molybdenum ore: 222 producing areas, mainly Daheishan, Jilin; Yangjiazhangzi and Lanjiagou in Liaoning Province; Jinduicheng, Shaanxi Province; Molybdenum deposits such as Luanchuan, Henan. Tungsten mine: 252 proven producing areas, mainly Xihuashan, Piaotang, Dajishan, Pangushan, Huameiao, Hukeng, Xiatongling and Fumeishan in Jiangxi; Xingluokeng, Fujian Province; Shizhuyuan, Xintianling and Yaogangxian in Hunan Province; Sawboard Pit and Lianhua Mountain in Guangdong Province; Daming Mountain and Coral in Guangxi Zhuang Autonomous Region; Tagouer tungsten mine in Gansu province. Tin mine: 293 proven producing areas, mainly Dachang, Coral and Shuiyanba in Guangxi Zhuang Autonomous Region; Dongchuan, Yunnan; Hunan Xianghualing, Hongqiling and Yejiwei tin mines. Mercury-antimony deposit: proven 103 mercury producing area and11antimony producing area. Mainly Wanshan, Wuchuan, Danzhai and Tongren in Guizhou; Hunan Xinhuang and other mercury mines, Hunan tin mines, Banxi; Large factories in Guangxi Zhuang Autonomous Region; Yawan antimony deposit in Gansu Province. Mercury-antimony deposit in Xunyang, Shaanxi Province. Gold mine: 1265 proved mining areas, mainly Wulaga, Daanhe, Laozuoshan and Huma in Heilongjiang Province; Jiapigou and Hunchun in Jilin Province; Liaoning Wulong; Zhangjiakou and Qianxi in Hebei Province; Linglong, Jiaojia, Xincheng, Sanjiadao and Yingezhuang in Shandong; Wenyu, Tonggou, Jinqu, Qinling and Shanggong in Henan Province; Guangdong Hetai; Xiangxi, Hunan; Yunnan Mojiang; Dongbeizhai, Sichuan Province; Qinghai Banma; Axi and Hami gold deposits in Xinjiang Uygur Autonomous Region. Silver mine, 569 proven origin, mainly Yindongzi, Shaanxi; Broken mountain in Henan province; Yindonggou and Baiguoyuan in Hubei; Arsenic Village, Sichuan Province; Guixi, Jiangxi; Jilin Shanmen; Pangxidong and other silver mines in Guangdong Province. Rare earth and rare metal: mainly distributed in Inner Mongolia Autonomous Region (Baiyun Obo, 80 1), Shandong Province (Weishan), Jiangxi Province (Gannan, Yichun), Guangdong Province (northern Guangdong), Xinjiang Uygur Autonomous Region (Fuyun) and other places. The analysis of teaching resources has promoted the development of human society and people's living standards have been continuously improved. However, with the continuous exploitation and development of human beings, some mineral resources have been exhausted. On the basis of understanding the properties and uses of rocks and minerals, this course understands the relationship between rocks and minerals and us from the perspective of resource depletion, so that students can realize that science has brought some negative effects to mankind while it is developing continuously, and realize the double-edged sword role of science and technology. The textbook is divided into two parts: The first part introduces the exploitation of rocks and minerals by human beings, which leads to the exhaustion of mineral resources. First of all, show a set of pictures to make students realize that mineral resources are being mined continuously, and truly show the ruins left after mining, which makes people sad. Then the textbook provides a timetable for the exhaustion of some mineral resources (coal in 200 years, oil in 40-50 years, iron ore in 265,438 years, silver, zinc, mercury, lead and sulfur in the middle of the 20th century in 20-30 years), so that students can realize that mineral resources are constantly decreasing and are non-renewable. If we use more today, we will reduce it, and our children and grandchildren will use less. The second part: introduces the efforts made by human beings to protect rock and mineral resources: slowing down the mining process and developing new energy sources. The textbook introduces the scene of human using wind energy, solar energy and water energy, and makes students realize that wind energy, solar energy and water energy are inexhaustible, safe and pollution-free, and are the cheapest energy sources. Finally, from the perspective of students, as students, what can we do for the protection of mineral resources? Arouse students' deep thinking and extend the classroom to extracurricular activities. Teaching goal: process and method: to be able to investigate and understand the relationship between rocks and minerals and us. Be able to consult and collect information about new energy sources. Scientific knowledge: Understand the positive and negative impacts of human development on resources and natural landscapes. Understand the importance of protecting rocks and minerals. Emotion, attitude and values: We realize that while human beings are developing, they are also destroying the environment and consuming resources. We should make rational use of mineral resources and develop new energy sources. Teaching preparation: teacher: pictures of mining rocks and minerals, timetable of partial resource exhaustion, pictures of new energy sources such as wind energy, bioenergy, tidal power generation, solar energy and geothermal energy. Health: Collect pictures and information about new energy sources. Teaching process design: 1. Talk about the use of rocks and minerals related to real life. 1. Narrator: Some time ago, we studied the properties of rocks and minerals. People have mastered their characteristics and applied them in their lives. Ask students to think about life. What are the functions of rocks and minerals? Students talk about the role of rocks and minerals in life. (Comments: Constructivism believes that a student is not a blank sheet of paper before entering school, but takes his own life experience and direct views on some issues. In science class, we should fully mobilize students' known experience, combine the content taught in science class with students' known experience, and truly form students' own things. Students will come into contact with a lot of knowledge about the use of rocks and minerals in their lives, and bring some phenomena in their lives to science classes. This is called from life, or "from life". Then explain these phenomena through a series of discussions and experiments, and then apply what you have learned to life to improve people's quality of life. This is called going to life, also called "higher than life", and the science class is called "from life". ) 2. Introduce the exploitation of rocks and minerals, and make students realize that some mineral resources are facing exhaustion. 1. Q: Since rocks and minerals have so many uses, how are they mined? Guide students to talk about the mining methods of minerals from the mining of coal, oil and iron ore. The teacher showed some pictures with the camera, and then added some mining methods of minerals, such as gold panning. (Note: This part is not the focus of teaching, only students are required to understand. 2. Thinking: What will those areas or surfaces look like after mining? Students may elaborate from the destruction of the natural environment and the shortage of mineral resources. Teachers show the excavated ruins and guide students to think deeply: Why? What do you think when you see this? Students may think that this is caused by people's excessive exploitation. This has caused great damage to the natural environment. 3. Show the timetable for the depletion of some mineral resources and guide students to think further: What do you see from this table? what do you think? Do you have anything to say or some good suggestions? (The third level of thinking) Arouse students' voices: We should make rational use of mineral resources and not over-exploit. (Comment: Three levels of thinking are gradually deepened from the outside to the inside, from the phenomenon to the essence. From the excavation to the pictures of the ruins, and then to a group of grim data, the students' hearts are shocked, which touches the soul, not moaning without illness. (3) Students exchange new energy information and call for the protection of mineral resources. Q: How to solve the contradiction between human needs and the shortage of mineral resources? 2. Students discuss in groups, report and communicate. (1) Make rational use and slow down the mining speed. (2) Develop new energy continuously. (3) Students report their collected new energy information before class in an appropriate way. (Comment: The Science Curriculum Standard requires students to choose their own good methods (language, characters, charts, models, etc.). ) to express the research process and results. At the same time, the specific goal of "Basic Education Curriculum Reform Outline (Trial)" clearly requires cultivating students' ability to collect and process information. The teacher added some new energy. 5. Discussion: Advantages of these new energy sources. Endless, inexhaustible, safe and pollution-free ... let students fully realize the great role of science and technology in improving human life. Fourth, expansion and extension: what should be done to protect mineral resources? From the students' point of view, consider their practical ability and let them make suggestions for the protection of mineral resources. We can: start from ourselves, save the use of minerals, send a handwritten newspaper, publicize and protect mineral resources, write a proposal, write a letter to the local mineral resources management department, and make an appeal ... (Comment: truly combine extracurricular and extracurricular activities, combine them with reality, do not talk on paper, and do not engage in castles in the air. Appreciation of teaching clips (after introducing the mining of minerals) Teacher: What will happen if a region runs out of coal or oil? Health: The oil exploitation is finished, because the derrick is dismantled, this place will become a wasteland and crops will not grow. Teacher: How do you know? Health: That's what we do there. Because there is still some oil left on the ground, the crops can't grow. Health: When the coal in the deep mountains is on fire, there will be abandoned mines. From a distance, they are just black holes, and the mountains are not as green as before. Health: I read that some mountains collapsed because they were hollowed out, causing personal injury. (Comments: When students' thinking is in a positive state, after the teacher asks questions, he will think of some situations around him and some books he has read before. Therefore, what science teachers should do is to create a good problem situation, a democratic and relaxed atmosphere, and let students have something to say and want to say. ) general comment: generally speaking, this course has two characteristics: first, let students develop in the process of collecting information. They need to go to the library, reading room, or ask teachers and parents, or inquire through the Internet. In this process, their information collection and processing ability can be developed, their communication ability can be exercised, and they learn to cooperate and share with others. These are all cultivated in the process of activities, but they cannot be replaced by teachers' speeches. Second, pay attention to the cultivation of students' emotional attitudes and values, let students contact the local actual situation, show students the fact that mineral resources are being exhausted from the outside to the inside, arouse students' thinking and put forward corresponding suggestions. Students' sense of ownership has been enhanced and their sense of responsibility has been strengthened. Perhaps on this basis, it also inspired students to study hard. When they grow up, they should make contributions to finding and developing new energy sources. If so, it is that our science class has played a great role, instead of emphasizing how much specific knowledge we have learned.