In this lesson, I introduced a little magic trick. First, let a one-dollar coin stand up, and then let another one-dollar coin stand on top of the first coin. The students are cheering below. Knowing the trick of magic, I immediately became interested in magnets.

In the focusing part, several common magnets are introduced quickly.

In the exploration session, the first step is to ask students to guess what magnets can attract. Students basically know that magnets can attract iron, and some guess metal. I asked them, how do I know if I guessed right? This leads to the steps of the experiment. In the second step, the teacher gave some objects, basically books. Four steps are listed: numbering, prediction, experiment and recording. Put forward the experimental requirements before the experiment, emphasizing "approaching gently" and "repeating three times". Then students experiment in groups. After the experiment, the team reported that all objects attracted by magnets were made of iron.

There is a lot of content in this class. I don't have time to finish the rest, so I will stay in the next class. This class has a small homework. Please go home and test which items can be attracted by magnets. Remind students not to suck electronic products, precision instruments, clocks and sockets.

In this class, I feel that the preparation of experimental equipment is more difficult, and the storage of students when using it is not easy to manage. Some people break magnets, others lose things. I have to think more about management methods in this regard. Another question is whether to fill in the title of the article or the composition materials in the article column of the science manual. If it is too difficult for the second grade children to fill in the composition materials, and there is more than one kind of pencil and copper wire. Names are also difficult to fill in. I asked them to write half a class in the first class, and I won't let the students write the rest.