The teaching content of this unit relates to the specific content of "Science Curriculum Standards for Primary Schools: Scientific Inquiry".
1. The importance of experiencing evidence, logical reasoning, and using imagination to establish assumptions and understanding in scientific inquiry. 2. Knowing that questioning other inquiry results is a part of scientific inquiry, and understanding reasonable doubt is the driving force of scientific progress. 3, can apply the existing knowledge and experience to make a hypothetical explanation of the observed phenomenon. 4, can make a simple scientific model. 5, will consult books and other sources of information. scientific knowledge
6. Explain the meaning of survival of the fittest and natural selection.
7. Take a certain kind of organism as an example to explain the process of biological evolution. 8. Pay attention to some interesting questions related to evolution. Emotions, attitudes and values. I like to imagine boldly. 10, respect the evidence.
1 1, recognizing that science is constantly developing. 12, not superstitious about authority.
13, realizing that man and nature should live in harmony. 14, cherish life.
The teaching content of this unit is divided into five lessons:
What do fossils tell us? Mainly guide students to understand the role and causes of fossils, and try to make fossil models.
2. Whose ancestors are they? It mainly guides students to guess whose ancestors ancient animals were, and tries to explore the course, law and reasons of biological evolution.
3. The extinction of dinosaurs. Mainly guide students to explore the life and extinction mystery of extinct or endangered animals such as dinosaurs, and try to make a simple model of dinosaurs and their living environment.
4. Survival of the fittest. Mainly to guide students to understand the phenomenon of biological evolution and adaptation, and try to make a reasonable prediction of the future evolution trend of human beings.
5. always explore. Mainly guide students to understand the main points of Darwin's classical evolution theory and the challenges it faces, so as to realize that scientific exploration is endless.
Unit teaching objective
Process and method
Be able to ask questions about evolution and try to find answers.
Use a variety of methods to consult information sources to understand fossils and living fossils. Explore the origin of fossils by using existing knowledge and experience.
By observing and comparing, we can study dinosaur skull fossils and understand the important information that fossils tell us. Make a fossil model.
Through observation, experiment, discussion and consulting data, this paper tries to explore the course, law and reason of biological evolution.
Can make a reasonable explanation for the evolution, adaptation and extinction of organisms. Use imagination to make a reasonable prediction of the future evolution trend of human beings. scientific knowledge
You know, creatures are constantly evolving. Understand the course, laws and trends of evolution. Know some representative fossils and living fossils. Know the origin of fossils.
Learn something about dinosaurs. Know the basic ideas of Darwin's classical evolution theory. Understand the explosion of life in CAMBRIAN. Understand the new discoveries of paleontology in western Liaoning. Emotions, attitudes and values
Focus on interesting issues related to evolution.
Experience the hardships and glories of life evolution and further deepen the feelings of cherishing life. The importance of experiencing evidence, logical reasoning and using imagination to establish hypotheses and explanations in scientific inquiry. Realize that scientific exploration is endless. Recognize that people should live in harmony with the environment.
1. Disappeared dinosaurs
First, the teaching objectives
Process and method
Can make a reasonable explanation for the evolution, adaptation and extinction of organisms. scientific knowledge
Learn something about dinosaurs. Emotions, attitudes and values
Recognize that people should live in harmony with the environment.
Second, the evaluation of learning achievement.
1 grade: I know nothing about dinosaurs.
Level 2: I have a certain understanding of dinosaurs, but I can't make a reasonable explanation for the evolution, adaptation and extinction of organisms.
Level 3: Have a certain understanding of dinosaurs and make a reasonable explanation for the evolution, adaptation and extinction of organisms.
Third, teaching preparation.
Teacher's preparation: related courseware, graphic materials about dinosaur species, lifestyle and extinction reasons.
Students prepare: cardboard, gypsum powder, cloth strips, gouache pigments, iron wires, newspapers, adhesive tapes and other materials for making dinosaur models.
Fourth, the teaching steps
The teaching time of this course is two hours. Before class, teachers should arrange for students to consult information about dinosaurs and other endangered and endangered animals.
2. What do fossils tell us?
First, the teaching objectives
Process and method
Be able to ask questions about evolution and try to find answers.
Use a variety of methods to consult information sources to understand fossils and living fossils.
Explore the origin of fossils by using existing knowledge and experience.
By observing and comparing, we can study dinosaur skull fossils and understand the important information that fossils tell us. Make a fossil model. scientific knowledge
You know, creatures are constantly evolving. Understand the course, laws and trends of evolution. Know some representative fossils and living fossils. Know the origin of fossils. Emotions, attitudes and values
Focus on interesting issues related to evolution.
Second, the evaluation of learning achievement.
Conceptual development
1 level: unable to understand the concepts of biological evolution and fossil formation.
The second level: I can ask questions about evolution, but I don't know the course, law and trend of evolution.
The third level: knowledge creatures are constantly evolving. Understand the course, law and trend of evolution, and know some representative fossils and living fossils. Inquiry ability
1 grade: it is impossible to study dinosaur skull fossils, and it is impossible to understand the important information that fossils tell us through observation and comparison. The second level: through observation and comparison, study dinosaur skull fossils and understand the important information that fossils tell us.
Level 3: through observation and comparison, study dinosaur skull fossils and understand the important information that fossils tell us. And will make fossil models.
Third, teaching preparation.
Teacher preparation: fossil objects or models, courseware, gypsum powder, soapy water.
Students prepare: writing brush, milk box or beverage bottle, shells (or plants, fishbones, coins, etc. ).
Fourth, the teaching steps
The teaching time of this course is 2 hours. This lesson 1 is an introduction to evolution. Therefore, teachers should first guide students to pay attention to this unit.
There are five main activities in this class: understanding fossils, understanding the causes of fossils, making fossil models, exploring the functions of fossils and understanding living fossils. The first three activities can be put in 1 class, and the last two activities can be put in the second class. 1 After class, arrange for students to collect relevant information.
3. Darwin and his "theory of evolution"
First, the teaching objectives
Process and method
By consulting various information sources, we can understand the basic viewpoints of classical evolution and the challenges it faces. scientific knowledge
Know the basic ideas of Darwin's classical evolution theory.
Can make a reasonable explanation for the evolution, adaptation and extinction of organisms. Know the truth of natural selection. Emotions, attitudes and values
It is wonderful to experience the adaptation of living things to the environment. Realize that scientific exploration is endless.
Second, the evaluation of learning achievement.
Conceptual development
1 level: unable to understand Darwin's "evolution" view.
The second level: understand the basic viewpoints of classical evolution and know the truth of natural selection.
Level 3: Knowing the basic viewpoints of classical evolution theory and the truth of natural selection can make a reasonable explanation for the evolution, adaptation and extinction of organisms.
Third, teaching preparation.
Teacher preparation: related courseware and materials. Student preparation: related materials to be consulted before class.
Fourth, the teaching steps
The main activity of this class is to understand the main points and challenges of classical evolution by consulting various information sources. Here are some suggestions for teachers: