The seventh grade geography "Earth and Globe" teaching plan model Wen Yi
Teaching Design of Earth and Globe
1. Topic: Chapter 1 "Earth and Map" in the geography volume I of Grade 7, Section 1 "Earth and Globe"
Class hours: 2 hours
Third, teaching materials: seventh grade geography of People's Education Edition
Fourth, teaching material analysis:
(A) Teaching objectives
In order to implement the three skills of geography teaching (imparting knowledge, developing ability and cultivating interest), according to the content characteristics of this section and the connotation of quality education, combined with students' knowledge level and cognitive ability, I have determined the following teaching objectives:
Knowledge and skills
(1) can explain the size of the earth with relevant data;
(2) By making a globe, we can know the basic dimensions of the globe;
(3) By observing the globe, we can compare and summarize the characteristics of latitude and longitude;
(4) Be able to skillfully use the latitude and longitude net to determine the location of a place.
Process and method
(1) Stimulate students' curiosity through the introduction of stories.
(2) By demonstrating the globe, students can learn independently, compare and summarize the characteristics of latitude and longitude.
Emotional attitudes and values
(1) Cultivate students' observation ability and scientific thinking ability by understanding the difficult course of human exploration of the shape of the earth;
(2) Make a simple globe in class to cultivate students' practical ability.
(3) Through students' understanding of the process of human understanding of the shape of the earth, let students realize the difficulties and frustrations of exploring the truth, and cultivate students' courage to explore and persistent pursuit of the truth.
(4) Stimulate learning interest by exploring and understanding the earth.
(B) Teaching focus and difficulties
1. Teaching focus: warp and weft
2. Difficulties
(1) division of the eastern and western hemispheres.
(2) Determine the geographical position of a place by using the latitude and longitude network.
Verb (abbreviation of verb) teaching method and learning method
This section is the first section of the first chapter of Geography of Grade Seven published by People's Education Publishing House. Students are exposed to geography for the first time, but they have not formed the thinking ability to learn geography. Junior high school students have poor spatial imagination thinking ability. In view of junior high school students' weaknesses and advantages in thinking and contact, teaching methods can be displayed and explained in kind, such as warp and weft. We can use a theodolite composed only of latitude and longitude to show students intuitively, which can increase their understanding and imagination and enhance their perceptual knowledge. According to the teaching materials and students' specific conditions, the following teaching methods and learning methods are designed.
1. Teaching methods: inspiration, comparison, picture analysis and demonstration.
2. Learning methods: inquiry method, autonomous learning method and summary method.
Six, the teaching process structure flow chart:
Seven, the teaching process:
(A) leads to the topic of life.
On a clear day, we can see the sun like a red ball; On the fifteenth night, we can see the moon like a bright disk. So, what is the earth we live in?
(B) the new curriculum content
1. The shape of the earth
(Showing photos of Earth satellites)
The earth is a sphere, which seems to be a simple question today, but it was a difficult mystery in ancient times. People's understanding of the earth has gone through a long process.
(Guide students to read the picture 1. 1, discuss and study the process of human understanding of the shape of the earth, and explore the process of ancient people understanding the earth. )
What process has human understanding of the earth gone through?
(Students study independently, raise their hands to speak)
Summary: It took a long time for human beings to know the earth. In ancient times, due to the limitations of understanding, they thought that "the sky is round as a cover and the place is like chess". Later, with the expansion of understanding, people think that "the sky is like a hat and the earth is like a cover plate." With the deepening of understanding, especially the success of Magellan's voyage around the world, it is confirmed that the earth is a sphere. Satellite photos of the earth confirm that the earth is a sphere.
What other examples can be used as evidence that the earth is spherical in our daily life?
A. (Case 1) When a partial solar eclipse occurs, the earth blocks part of the sunlight, making the earth's shadow cast on the surface of the moon, just like looking at the earth in a mirror, so that we can see the globe. (Show textbook map 1.3)
B. (Possible example): Standing at the seaside, watching the ships coming in the distance, always see the mast first, then the hull, while watching the ships leaving the shore always disappear first.
C. there are also globes and Magellan's voyage around the world.
The group has sufficient discussion and answers, and the teacher inspires and explains. )
2. The size of the earth
With the development of science and technology, people's understanding of the earth is deepening. Observe the schematic diagram of the equatorial radius and polar radius of the earth and calculate the difference between the polar radius and equatorial radius.
(Students calculate and answer)
The equatorial radius is 2 1 km longer than the polar radius, but this data can be ignored for the earth, so the earth is not a right sphere. But an irregular sphere with slightly flat poles and slightly bulging equator.
3. Globe model
Cheng Xu: The earth is very big. How can we study better? People made its model-a globe. Why is the globe made into a perfect circle?
Show the globe and explain it while showing it. )
The globe consists of a base, a fixed frame, a sphere and a ground axis; There are various symbols, characters and colors on the earth to represent land, rivers, lakes, oceans, mountains, cities and so on. The globe rotates around the earth axis. It points near the North Star. It is an imaginary axis, and the intersection with the spherical surface is the North Pole and the South Pole. There is also a crisscross network on the earth-latitude and longitude network, through which the position of any point on the earth's surface can be determined. Of course, there is nothing on the real earth, it is artificially drawn. Let's learn warp and weft.
The seventh grade geography "Earth and Globe" teaching plan model Wen Er
Teaching objectives:
1, let students perceive the general process of human understanding of the shape of the earth.
2. Explain the size of the earth with relevant data.
3. Understand the basic shape of the earth.
4. Establish the concept of geographical space, and learn to recognize the features of longitude, latitude and longitude on the earth.
Key points and difficulties:
Focus: 1, observing the globe,
2. The significance and characteristics of longitude and latitude.
3. Determine the geographical position of a place by using the latitude and longitude network.
4. The division of the eastern and western hemispheres
Difficulties: 1. Observe and use the globe.
2. Determination of longitude, latitude and longitude and latitude
Teaching preparation:
Teaching globe
Class schedule: 1 class hour
Teaching process;
Import:
Students, on a clear day, we can see the sun like a bright ball; On the fifteenth night, we can see the moon like a bright disk. But what shape is the earth we live in? It is not easy for us to see the whole picture of the earth ourselves. How did the ancients know about the earth? What do we do now?
Writing on the blackboard: Chapter 1 Earth and Map
Section 1 The Earth and the Globe
I the shape and size of the earth
(1) The shape of the earth. Show a globe
Question: What is the shape of the earth? (It's a sphere)
Introduction: The earth is a sphere, which has been affirmed today, but there were many debates on this issue in ancient times. Human understanding of the earth has gone through a long process.
Look at the textbook figure p2 1. 1.
Q: We live on the earth. Can we fully reflect the facts (the true shape of the earth) according to what we hear, see and think? (can't)
Guidance: However, we can infer the facts from some aspects. For example. . . Give examples of distant ships and partial eclipse of the moon and make necessary explanations. Among them, our globe and Magellan's voyage around the world can prove that the earth is round.
Besides the above methods, is there any other way to prove that the earth is spherical? (fully discussed by the group)
Summary: The most accurate and scientific reflection is the Earth satellite pictures taken by astronauts in space.
Discussion: What have you learned in the process of human understanding of the earth?
Summary: How to discover a truth is not easy, and it takes effort and even life.
Transition: It seems that the earth is round, so is the earth really a complete and accurate circle? (no)
The blackboard says: (2) The size of the earth.
Look at p3 1.2 and ask the students to read the size of the earth (average radius is 637 1 km, surface area is 5 1 100 million square kilometers, and the circumference of the earth is 40000km).
Description: Accurate measurement shows that the radius from the center of the earth to the North Pole is 6357 km, and the equatorial radius is 6378 km. The length of the equatorial radius is 2 1 km longer than that of the north pole radius. Therefore, the earth is actually an elliptical sphere with a slightly flat middle. However, these differences are insignificant compared with the huge earth. If the earth is reduced to the size of a globe, the difference will not be seen, and we usually use the average radius to express it.
Show the earth:
Question: Observing the Earth, please imagine:
(1) What's the difference between a globe and the real earth?
(concave and convex, national boundaries, earth axis, longitude and latitude lines, etc. )
(2) What role does a globe play in daily life?
(Positioning, drawing national boundaries, the overall concept of geographical things, and distinguishing geographical things)
Writing on the blackboard: Second, the model of the earth-the globe
Summary: Function:
(1) Globe is a model for shrinking the earth.
(2) On the globe, people use different colors, symbols and characters to indicate the location, shape and names of geographical things such as land, sea, mountains, rivers and lakes, countries and cities. This will help us understand the face of the earth and the distribution of various geographical things on the surface of the earth.
The seventh grade geography "Earth and Globe" teaching plan model Wensan
learning target
Basic knowledge:
1. Understand the process of human understanding that the earth is spherical, describe the size of the earth with data such as the average radius, equatorial circumference and surface area of the earth, and know that the globe is a model to help people understand the earth;
2. Learn to recognize the longitude and latitude on the globe, accurately distinguish them and understand their characteristics;
3. Learn to correctly interpret the latitude and longitude of the globe and the map, and get a preliminary understanding of the latitude and longitude network.
Basic skills:
1. The size of the earth can be described by numbers, and the basic structure of the earth can be understood by making a globe;
2. Be able to explore the latitude and longitude characteristics on the earth through observation and comparison;
3. Be able to locate anywhere by using the latitude and longitude net.
Emotions, attitudes and values:
1. By studying the long and arduous exploration and practice that human beings have experienced in exploring the shape of the earth, they are educated in the history of science and cultivate the quality of loving science;
2. Develop the habit of being good at communicating, sharing and assisting with others through inquiry activities and group study.
Teaching focus
1. Use numbers to describe the size of the earth, etc.
2. Understand the definition of latitude and longitude, and you can accurately distinguish latitude and longitude.
3. Skillfully use the latitude and longitude net to determine the geographical position of a place and understand the wide use of latitude and longitude net positioning in real life;
Teaching difficulties
1. Describe the size of the earth with numbers, make globes, etc.
2. Master the characteristics, distribution and variation of latitude and longitude, and make a comparative analysis.
3. Use the latitude and longitude net skillfully to determine the geographical position of a place.
Teaching methods: lectures, discussions, group activities, etc.
Teaching hours ***4 hours
The first lesson of instructional design (activity class)
teaching process
Teacher: Students, in the above introduction, we realize the importance of learning geography to our human life and production, and know that learning geography can make our life better and even be useful for our lifelong development. So, how much do you know about our home-the earth? Next, let's watch a video:
Video import: Play a video of astronauts watching the earth in the air. After reading it, I asked: What do you think of it? What is the shape of the earth?
? Student: Watch the video and answer the teacher's questions.
? Teacher-student interaction: Introduce the background of the video to students.
? Teacher: According to the students' discussions and answers, we can draw the conclusion that the shape of the earth is a sphere.
I the shape and size of the earth
? Teacher: "The earth is a sphere". Today, it seems to us that this is such a simple conclusion. But in ancient times, when technology was backward, it was a puzzle that people had been puzzled for a long time. Human understanding of it has gone through a long and arduous process. So, how arduous and long is this exploration process? Today, let's learn and feel.
? Please take a look at this picture first: (textbook P2, picture 1. 1 "The sky is round"). Read the pictures and think:
? Question: Why is there a saying in ancient China that "the sky is as round as a cover and the place is like chess"?
? The student replied: (omitted).
? After the students answer, the teacher evaluates the teaching (omitted).
? Transition: Later, with the observation and understanding of some natural phenomena, some people began to doubt the statement that "the sky is round", thinking that the shape of the earth may be similar to the moon and the sun, and it is also a sphere. In this way, an argument about the shape of the earth began among people.
? Next, let's have a discussion activity to experience the difficult course of people's understanding of the shape of the earth: activity: group discussion: ask students to choose the "round place" in the textbook in groups of four (6 people); "The sky is like a hat and the ground is like a cover"; Magellan's Road Map for Global Navigation; "Looking at the earth from space" is one of the process charts and materials for human beings to understand the shape of the earth. Discuss and learn in groups to understand a certain process.
? Student: 1. Choose a process by yourself. 2. Group representatives introduce and interpret the process of human understanding the shape of the earth to the whole class.
? Teacher-student interaction: Teachers use multimedia to show "the process of human understanding the shape of the earth" and guide students to feel the education about the history of science.
? Summary: From "the sky is round" to "the sky is like a hat and the earth is like a lid", to "Magellan's voyage around the world" and "satellite photos of the earth in space", people's understanding of the shape of the earth has gone through a long process from conjecture to reality, from phenomenon to truth, and paid a huge price. Today, we can easily understand the shape of the earth, because we "stand on the shoulders of our predecessors".
? Teacher-student interaction: Encourage students to explore science, dare to overcome difficulties and pursue persistently.
? Student: Talk, talk about feelings, etc.
? Teacher: In the process of understanding the shape of the earth, people also accurately measured the size of the earth. Think about it, what data is used to describe the size of the earth?
? Tip: In primary school math class, we learned about circles and balls. Do the students remember what determines the size of a circle?
? Transition: (According to the students' answers) Many students can understand that the radius can explain the size of the circle. Similarly, the length of the radius can also explain the size of the sphere. Please think about it: since the earth is a sphere, can we also explain the size of the earth by the length of its radius? Student: Think and discuss.
? Teacher-student interaction: Ask students to speak and guide them to mention the radius of the circle.
? Teacher-student interaction: guide students to think about how to explain the size of the earth by the length of radius.
? Teacher: Next, let's look at the picture 1.2 "The size of the earth" on page P4 of the textbook and see how the textbook explains the size of the earth.
? Student: Look at pictures, discuss activities, etc. It is found that the size of the earth is explained by figures such as "average radius", "maximum circumference" and "surface area size".
? Summary: Accurate measurement shows that the radius from the center of the earth to the North Pole is 6357 km, and the equatorial radius is 6378 km. The length of the equatorial radius is 2 1 km longer than that of the north pole radius. In fact, these differences are insignificant compared with the huge earth. If we reduce the earth to the size shown in the picture, we can't see the difference, so we usually use the average radius to represent the size of the earth. Of course, it is also a common method to explain the size of the earth by equatorial circumference and surface area.
? Teacher-student interaction: 1. Guide the students to think: Why should we use "average radius" to explain the size of the earth? The earth is an irregular sphere. What does the maximum circumference generally mean? (Equatorial circumference)
? Transition: The circumference of the earth's equator is about 40,000 kilometers, which is equivalent to flying for 30 hours. Cars with a speed of100km drive day and night 17 days. It takes more than a year for people to walk around the equator all the time. It is too difficult for people to know, study and see the whole picture of such a big earth. How can we study and study easily?
? Second, understand the world.
? Teacher: (showing the globe), the students had a good discussion. People really thought of using a "globe" to understand our earth. This is a globe that reflects some basic features of the earth. We will often use it in our future study. Therefore, next, we will study how the earth has changed the land, oceans, mountains, rivers, cities and countries on the earth.
? Student: Listen, observe the globe and see the basic composition of the globe.
? Activity: Please observe the globe and get familiar with its basic composition.
? Each group has a globe. Students observe and tell the basic composition of the globe surface, and point out the differences of geographical things reflected by different types of globes.
? Teacher-student interaction: teachers patrol, guide students to observe and explain the surface composition of the globe and answer students' questions.
? Summary: Through the observation and study just now, we can see that on the globe, people use different colors, symbols and words to represent the positions, shapes and names of geographical things such as land, sea, mountains, rivers and lakes, countries and cities. Different types of globes reflect the different characteristics of things on the earth, and each has its own emphasis. It is by using these convenient parts of the globe that we can know and understand all kinds of things on the earth's surface and their distribution.
? Student: Listen, take notes, and so on.
? Third, make a globe.
? Now that we have a preliminary understanding of the globe, let's make a simple globe ourselves. Please take out the table tennis and complete the activities on pages 5 and 6 of the textbook.
? Student: Make a globe step by step according to the activity design of the textbook.
? Teacher-student interaction: Teachers guide students to make and show students' production results in class.
Blackboard design:
Section 1 The Earth and the Globe
I. Understanding the shape of the earth: a sphere
Size: average radius, equatorial circumference and surface area.
? Second, understanding the earth: a miniature model of the earth.
The second course of instructional design (basic course)
teaching process
Import:
Teacher: We already know that the globe is a miniature model of the earth. It represents the geographical things on the earth in different ways. Not only that, the globe is also equipped with some special "devices", which are convenient for us to use them to understand the characteristics and distribution laws of various geographical things on the earth.
? Teacher-student interaction: Teachers show students the globe teaching AIDS and stimulate students' interest in exploring the globe by asking questions.
First, know the points and lines on the earth.
Transition: So, do you know what these special "devices" are? How to use them correctly? Next, let's take a look. ?
Activity: Students carefully observe the globe to see what special "equipment" you can see. What are they? How is it determined?
Student: Activities, discussions, etc. (omitted)
Student: Make a speech, explain what you saw and the conclusion of the discussion, and so on.
Summary: Through the observation and students' introduction just now, we can determine these most obvious points and lines on the earth: North Pole, South Pole, Earth Axis, Meridian and Latitude, as shown in the textbook "Points and Lines on the Earth" on page P5 1.4. Student: Observe the globe in groups, find and record the special points and lines on the globe, and discuss how they are determined.
Teacher-student interaction: teachers patrol, answer students' questions, remind students to observe the problems that should be paid attention to, and encourage students to introduce their own observation conclusions.
Student: Speak, answer questions, etc.
Question: In fact, the earth has no axis, and there are no meridians and latitudes drawn on the surface of the earth. So, how are the meridians and latitudes on the earth determined? We look at this problem through an activity.
Activity: Continue to observe the points and lines on the surface of the globe in groups, and discuss and think about the following issues:
1. What are the Earth's Axis, the North Pole and the South Pole?
2. What is longitude and latitude?
3. What is the relationship between these points and lines?
Students: group activities, discussion, analysis, etc.
Students speak: Students speak in combination with their own activities and the results of group discussions (omitted).
Summary: On the globe, the rotation axis of the earth is called the earth axis. The two intersections between the earth axis and the earth surface are called poles. The North Pole is located in the north of the Earth's axis, and the South Pole is located in the south. The circle perpendicular to the earth axis and surrounding the earth is latitude, and the semicircle connecting the north and south poles and intersecting the latitude vertically is longitude.
? Second, know the latitude.
? Transfer: Among these points and lines, longitude and latitude lines are the most easily confused. Teacher, here is a little trick to help you distinguish them.
? Teacher's guidance: students think about the pinyin of "Jing" and "Wei" If the first letter "J" of "Jing" is straightened, what shape will it be? Straighten the initial letter "W" of "Wei" to see what shape it is.
? Student: Listen, think, continue to observe and discuss the problems in groups.
? Teacher-student interaction: Teachers patrol to encourage students to observe, find out the relationship between latitude and longitude and the North and South poles, and sum up their own conclusions.
Student: Answer the question.
Student: Understand that "Jing" corresponds to a vertical straight line. "Weft" corresponds to a horizontal straight line (applicable to plane sketches).
Narrator: The trick just now only applies to the longitude and latitude lines that we draw as straight lines in the plane sketch. What are the characteristics of the longitude and latitude lines on the actual globe? How to distinguish? Let's get to know each other through activities.
Activity: Ask students to:
1. Every four people are an activity group, and each group sends a girl to get a globe and keep it safe, and write the name of the custodian on the globe box.
2. Give each group a rope. The length of the rope is slightly longer than the circumference of the earth. Prepare your own ruler and measure the length.
The teacher asked to observe the globe before moving, and the globe was placed in the upper right corner of the watchman's desk at other times.
Multimedia presentation questions:
1. Define the latitude and extract the main points in your own words.
2. What is the shape of the weft?
3. What is the weft length and change?
4. How many parallel lines are there on the earth? The direction indicated by latitude?
Narrator: Please stop the discussion and share the results of the discussion on these issues.
Key points: While listening to the students' answers, improve the class schedule (blackboard writing). )
? Define shape, length and change direction. Latitude is perpendicular to the earth axis, and the circle around the earth gradually becomes shorter from the equator to the poles. Difficult tip: How to demonstrate that latitude represents east-west direction? It can be assumed that we only move forward (backward) in a certain direction along the equator on the earth, because we always move on the equator, neither upward (north) nor downward (south), so the direction of movement only changes in the east-west direction, indicating that latitude means the east-west direction.
Transition: The same learning method, let's take a look at the related characteristics of warp.
Student: Listen and think.
Student: Guess the purpose of the globe and rope. Think and discuss the questions with the globe in your hand and the textbook P6:
Teacher: Remind the students that the comparison of weft length here requires the rope provided by the teacher and your own ruler.
Teacher-student interaction: Teachers can patrol and instruct students how to compare and measure the weft length with ropes and rulers.
The student replied:
1. Latitude definition (conclusion from reading): a great circle around the earth perpendicular to the earth axis.
2. The weft is round.
3. The length varies, with the equator being the longest and getting shorter towards the poles.
There are countless similarities in the world.
Student: (Feeling) Moving along the equator, east or west, so latitude should indicate the east-west direction.
Third, understand latitude.
? The teacher relayed: Now that we have a preliminary understanding of the basic characteristics of the latitude on the globe, I want to ask the students: Do you know how many latitudes there are on the globe?
? Student: Answer and express your opinion.
? Teacher: In fact, there are countless parallel lines on the earth. So how do we distinguish these different parallel lines? Below, we still know this problem through activities.
Activity: observe the globe and understand the division of latitude on the earth. ?
1. Every four people are an activity group, and each group sends a girl to get a globe and keep it safe, and write the name of the custodian on the globe box.
2. Observe the globe according to the teacher's requirements. At other times, the globe is placed in the upper right corner of the custodian's desk.
3. Read carefully the latitude degrees marked on the globe at different latitudes to see what rules there are in the division of latitudes (remind students to check the latitude marks at the correct position on the globe).
Student: Activities, discussions, etc.
Student: Say, wait.
Question: As the saying goes, the starting point of latitude on the earth starts from zero, so where is the zero latitude? What kind of special latitude is it?
Student: Say, wait.
Summary: 0 latitude is located in the middle of the earth, which is the equatorial line we are familiar with. In previous studies, we already know that it is the longest latitude on the earth. Because of this special nature, the equator has become the object of people's attention. In some countries and regions where the equator passes, some so-called "equator monuments" are often built to attract people's attention. For example, textbook P6 shows 1.7 "Quito Equator Monument".
Activity: Make sure the equator is parallel at 0. So, how are other parallelism calibrated? How does latitude change? What is the maximum latitude? Where is it? Wait, let's continue to observe the globe and find out these rules.
Student: Activities, discussions, speeches and so on.
Summary: The distribution law of latitude can be obtained from the globe: 1. What is the latitude range? -90? The equator is 0 and the north and south poles are 90; 2. Latitude gradually increases from the equator to the north and south poles, and the maximum latitudes are located in the North Pole and the South Pole respectively.
Question: From the latitude distribution, we find that all latitudes except the equator have two values. How can we tell the difference?
Student: Activities, discussions, speeches and so on.
To sum up, south of the equator is called south latitude, and north of the equator is called north latitude. People also use the initials "N" and "S" of the English word "South" as codes, which respectively represent the north latitude (degree) and the south latitude (degree).
Exercise:
For example, Beijing is about 40 degrees north latitude. How to use numbers and letters? (40 N or N40 is OK)
Unfolding: Draw the longest latitude-equator on the blackboard. Let's first observe the distribution law of latitudes on the earth, plus several latitudes: 23.5 north and south latitudes? , latitude 66.5 north and south? , mark the north and south poles at 90 degrees? .
? Student: Listen, take notes, and so on.
? Transition:
? There are countless latitudes on the earth. People use different latitudes to distinguish these latitudes and know their position on the earth. So, how do people distinguish the meridians on the globe?
Third, know the meridians.
Teacher: (guiding students to observe the globe) Let's get to know these big arcs connecting the South Pole and the North Pole on the globe first, and see what kind of distribution rules they have.
Activities:
Students are required to:
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