As a people's teacher, we should always prepare lesson plans, with which we can better organize teaching activities. So how to write the chemistry lesson plan for grade three? The following is the chemistry teaching plan for grade three that I arranged for you. I hope you like it!

The teaching goal of chemistry teaching plan 1 for grade three.

1. Understand the characteristics of organic compounds and organic polymer compounds.

2. Understand the characteristics and uses of plastics, synthetic fibers and synthetic rubber.

3. Man plays an important role in the development of organic synthetic materials in the progress of human society.

4. Understand the important value of learning chemistry, and cultivate students' feelings about society and human living environment.

teaching process

First, the introduction of new courses.

In life, there are gorgeous flowers, vast grasslands, and so on, thousands of animals and plants, as well as man-made objects. What materials are these made of? Let's learn and understand together.

Play courseware: organic synthetic material 0 1- provided by Beijing guozhiyuan software technology co., ltd.

Second, the new lesson learning

(1) organic compound

(1) Show the types of objects. (Objects and pictures) Students answer what materials are made of.

According to your experience, you can tell us which of these materials are organic and which are natural. What materials are left? Next, let's learn what is organic synthetic material and what is organic matter.

Write chemical formula, constituent elements, calculate relative molecular mass, cooperative calculation, use calculator?

Discussion: (1) What do methane, ethanol, glucose, starch and protein have in common?

What are the same elements:. By analyzing the characteristics of the elements in the table, the concepts of organic compounds and inorganic compounds are introduced. What is organic material? The students answered.

Teachers can prepare notes before class to help classroom learning:

(1) Complete the following contents; Relative atomic mass: c =12h =1o =16s = 32na = 23cl = 35.5.

(2) According to the above discussion:

① What do methane, ethanol, glucose, starch and protein have in common?

② What is the difference between the relative molecular weight of methane, ethanol and glucose and that of starch and protein?

Courseware presentation: the concepts of organic compounds and inorganic compounds.

Are carbon-containing compounds necessarily organic? Which ones are not?

Courseware shows that a few compounds containing carbon, such as CO CO2 Na2CO3 CaCO3 (carbonate), belong to inorganic substances.

Discussion: How is the relative molecular weight of methane, ethanol and glucose different from that of starch and protein? Is the relative molecular mass of the first two molecules or the relative molecular mass of the last two molecules greater in the two groups:

Understand the classification of compounds and the difference between organic and inorganic substances.

(2) Organic synthetic materials

Among organic compounds, some have relatively small molecular weights, while others are very large. Get a little information first.

Read by students themselves to get a preliminary understanding of polymer compounds. Next, let's see if you have seen and used these items. Do you know them?

Play Courseware: Organic Synthetic Materials 02

Display: The characteristics of organic constituent elements and the pictures of carbon combining with other atoms to form compounds explain why there are so many organic substances.

From the structure of organic matter just now, we can know that some organic matter has fewer atoms and smaller relative molecular weight, such as methane, ethanol and glucose. However, the molecular weight of some organic substances is relatively large: from tens of thousands to millions, such as starch and protein. The concept of organic polymer compounds is introduced.

Explanation: The concept of organic polymer compounds. And polymer materials and their classification.

Organic polymer materials: natural organic polymer materials and synthetic organic polymer materials (synthetic materials).

Exhibition: Pictures of the wide application of organic synthetic materials.

Why are they all synthetic materials with obviously different properties and uses? The reason is that these synthetic materials have different structures. Find some rules with experiments. Students experiment. Students pull plastic, hot polyethylene plastic. Instruct students to carry out experiments. What phenomena have you observed and found through the experiment, and what conclusions have you drawn? Thermoplastic and thermosetting properties of organic synthetic materials;

Experiment: Ignite different wires. What's the difference between cotton, wool, nylon and acrylic when heated? How to tell whether a dress is pure cotton or synthetic fiber?

(3) Environmental problems

Plastics and synthetic rubber are widely used, but they also bring some problems. Are plastics and synthetic rubber widely used? What problems will it bring?

Play Courseware: Organic Synthetic Materials 03

How to solve it: how to solve the problem of white pollution, and what should every citizen do?

By discussing how to solve white pollution, we can cultivate environmental awareness.

Summarize the important methods according to the students' answers.

① Reduce the use of unnecessary plastic products, such as replacing plastic bags with cloth bags;

② Reuse some plastic products such as plastic bags and plastic boxes;

③ Use some new and degradable plastics, such as microbial degradable plastics and photodegradable plastics;

④ Recycling all kinds of waste plastics.

Ask the students what they think through this lesson. If you are a scientist, what synthetic material do you want to invent most to solve the problems or difficulties in life, production, agriculture, industry, electronics and national defense?

Next, let's get to know several new synthetic materials.

Understand new synthetic materials and cultivate students' scientific literacy.

Three. abstract

We have gained a lot in this course. We have learned about organic compounds and what polymer synthetic materials are. These polymer materials bring convenience to our lives, but also bring some troubles. That is, the problem of white pollution, so it is urgent to protect the environment. I hope everyone can learn more knowledge and contribute to environmental protection and our home.

Teaching objectives of chemistry lesson plan 2 in grade three.

Knowledge target

On the basis of making students understand the method and design idea of making gas in the laboratory, the laboratory preparation method of carbon dioxide is discussed.

Through discussion, master the drugs and reaction principle of making carbon dioxide in the laboratory;

Through experimental exploration, learn to design and manufacture carbon dioxide devices in the laboratory;

capability goal

Through the exploration of drugs and devices for preparing carbon dioxide in the laboratory, the students' inquiry ability is gradually improved;

Through group cooperation, cultivate students' cooperation ability and expression ability;

By exploring the device for making carbon dioxide in the laboratory, the design idea of making gas in the laboratory is cultivated.

By screening the laboratory preparation methods of carbon dioxide, the observation ability is cultivated and the students' ability to analyze and solve practical problems is improved.

Affective goal

Let students experience the fun of cooperation and discovery in inquiry;

In the process of designing the experimental device, students' innovative spirit, practical ability and rigorous and realistic scientific attitude are cultivated.

Teaching suggestion

Introduce classroom guidance

Method 1: Guide students to review the methods of obtaining carbon dioxide gas that they have mastered at present, and screen out the methods suitable for preparing carbon dioxide in the laboratory one by one, so that students can learn to choose and judge under the guidance of teachers, which truly reflects that students are the main body of learning and experimental students are active in learning.

Method 2: Starting from the requirements of gas production in the laboratory, explain the principle clearly, and let students sum up and think about how to prepare carbon dioxide in the laboratory.

Method 3: Cut to the chase, first talk about the principle of making carbon dioxide in the laboratory, and let students think. What is the basis for the laboratory to choose this method? By comparison, the advantages of this method are highlighted, and the principle of gas production in laboratory is summarized.

Knowledge explanation and guidance

Pay attention to the organization when explaining, so that students can understand the principle and device of making carbon dioxide in the laboratory; Inspection method; Let some students know the reasons for choosing this method and the basis for choosing the gas-making method in the laboratory.

Pay attention to the combination of theory and experiment to avoid being too boring or too simple and lacking theoretical height.

Connecting with the practice, this paper introduces the principle and application scope of carbon dioxide fire extinguishers, and explains the usage methods of common fire extinguishers when necessary.

Laboratory preparation of carbon dioxide teaching material analysis

This lesson occupies a very important position in the whole book and even in the whole chemistry learning process. It is the best material for cultivating students' ideas such as drug selection, device design and experimental methods when making a certain gas in the laboratory. Doing this course well will have a far-reaching impact on students' learning knowledge of elemental compounds, basic chemical experiments and experimental inquiry ability in the future.

This section is easy to learn, and students can solve it through discussion on the basis of learning elemental compounds in the previous section. This section focuses on ability training. Students have some practical experience in preparing oxygen and hydrogen in the laboratory, and all kinds of experimental techniques have been possessed. At this time, it is time to reflect students' dominant position in classroom teaching and let students really participate in the teaching process. Teachers put forward inquiry questions to arouse students' thinking; Complete the whole inquiry through group cooperation, design scheme, expression exchange, implementation scheme, summary expression and other links.

Teaching Suggestions on Laboratory Preparation of Carbon Dioxide

In order to complete the cultivation of students' inquiry ability, two class hours were designed to complete this teaching;

This section is a typical inquiry learning mode. There are two kinds of exploration: the exploration of preparing drugs (fast and easy) and the exploration of preparing instruments (key and slow).

Teaching process guidance

The laboratory preparation method of carbon dioxide can be combined with the preparation and properties of carbon dioxide in experiment 6.

Pay attention to the use of discussion to fully mobilize the enthusiasm of students. It can be compared with the laboratory methods of oxygen and nitrogen. The difference and connection between carbon dioxide production device and hydrogen production device are explained in combination with the device (both solid-liquid reactions do not need heating to produce gas); Combined with the properties of carbon dioxide gas, the inspection and filling methods of carbon dioxide gas are explained.

Course end guidance

The principle, device and total test method of carbon dioxide production in laboratory are summarized.

Arrange students to carry out family experiments and make carbon dioxide with acetic acid and egg shells or scales.

Arrange homework, pay attention to calculation and device diagram.

Teaching design scheme

Teaching process:

introduce

Carbon dioxide is a widely used gas. How to make carbon dioxide in the laboratory? Think about how many ways you know to make carbon dioxide so far.

Students discuss and list ways to get carbon dioxide. The teacher recorded on the blackboard)

1. Thermal decomposition of basic copper carbonate

2. Candles burn

3. Charcoal burning

4. Simple carbon such as graphite burns in oxygen.

5. Reducing copper oxide with charcoal

6. Carbon reduces iron oxide at high temperature.

7. Carbonic acid is decomposed by heat

8. Breathing of human or animal

9. Calcining limestone at high temperature ...

The conditions for guiding students to discuss and formulate laboratory rules are:

1. The preparation should be simple and quick;

2. The prepared gas has high purity and meets the needs of demonstration experiments;

3. The operation is simple, safe and easy to realize.

Students evaluate whether each method of making carbon dioxide can be used as a laboratory method of making carbon dioxide.

Blackboard Section 4 Laboratory Preparation of Carbon Dioxide

None of the above methods can be used as a laboratory preparation method of carbon dioxide.

After continuous research and improvement, limestone or marble is commonly used in laboratories to react with hydrochloric acid to prepare carbon dioxide.

Blackboard writing-reaction principle

1. reagent limestone or marble hydrochloric acid

Calcium carbonate reacts with dilute hydrochloric acid to produce calcium chloride and carbonic acid, which is unstable and decomposes to produce carbon dioxide and water, so the final products are calcium chloride, water and carbon dioxide.

Blackboard 2. Principle:

Calcium carbonate+hydrochloric acid = calcium chloride +H2O+ carbon dioxide

Can dilute sulfuric acid and limestone or marble be used to produce carbon dioxide?

During the demonstration, put a piece of limestone with the same size in two mirrors, one tube with dilute hydrochloric acid and the other tube with dilute sulfuric acid. (Let the students observe that carbon dioxide is produced first, then sulfuric acid is added to the test tube, and the reaction speed becomes slower and slower, and finally stops. )

Conclusion Sulfuric acid and limestone or marble can not be used to produce carbon dioxide.

Explain what kind of equipment is needed to prepare carbon dioxide in order to collect it. The reaction conditions and the state of reactants have great influence on the experimental device. Calcium carbonate is a massive solid and hydrochloric acid is a liquid, so the reaction does not need heating. According to these characteristics, what kind of reaction device can we choose? If necessary, the teacher can explain the characteristics of the device for making oxygen and hydrogen. )

Blackboard II. Reaction device:

(Students' answers and teachers' induction)

It shows that the reaction conditions of carbon dioxide and hydrogen produced in the laboratory are similar, so it can be prepared by similar devices. Projection shows the device diagram of hydrogen production and carbon dioxide production.

discuss

1. Can the long-necked funnel be replaced by a common funnel?

2. Can the conical flask be replaced by other instruments?

3. According to the nature of carbon dioxide, what methods can be used to collect carbon dioxide?

4. How to check whether carbon dioxide is completely collected?

(Students discuss and answer, and then the teacher demonstrates and explains)

Demonstration of replacing long-necked funnel with ordinary funnel, as a result, no carbon dioxide was collected in the gas container.

explain

1. Because the common funnel neck is too short, the generated carbon dioxide gas will escape from the funnel. The nozzle at the lower end of the long-necked funnel is sealed by the liquid under the liquid surface, and the gas will not escape from the long-necked funnel.

2. Conical bottles can be replaced by glass instruments such as wide-mouth bottles and large test tubes.

3. The method of gas collection mainly depends on the density of gas and its solubility in water. Because carbon dioxide can be dissolved in water to produce carbonic acid, it is not suitable to collect it by drainage. Carbon dioxide is heavier than air, so it is often collected by the upward exhaust of the gas container.

4. According to the nature that carbon dioxide can't burn and doesn't support combustion, burning wood can be placed at the mouth of the gas container. If the flame goes out, it means that carbon dioxide has been collected.

Three collection methods of blackboard writing: upward exhaust method

Full inspection method: put the burning wooden stick at the mouth of the gas container, and the flame will be extinguished and filled.

Blackboard 4. Making carbon dioxide in the laboratory

Demonstrate the preparation and verification of carbon dioxide gas.

Question: How to prove that the gas produced is carbon dioxide?

(The gas is pumped into clear limewater to become turbid)

It shows that carbon dioxide can't burn or help combustion, and can be used to put out fires, such as liquid carbon dioxide fire extinguishers. There are other carbon dioxide extinguishers.

Video introduction of various carbon dioxide fire extinguishers

Demonstrate the principle experiment of fire extinguisher.

Commonly used carbon dioxide fire extinguishers mainly include:

(1) foam extinguisher

(2) Dry powder fire extinguisher

(3) Liquid carbon dioxide fire extinguisher

Taking the laboratory preparation of oxygen, hydrogen and carbon dioxide as an example, the design ideas and methods of gas laboratory preparation are summarized, and the order of gas preparation must be clear:

1. Understand the drugs needed to make gas in the laboratory and the corresponding chemical reaction equations.

2. According to the state of reactants and products and reaction conditions, select the appropriate reaction device.

3. According to the physical properties of gas (especially its density and solubility in water), choose the appropriate collection method and comprehensive inspection method.

Teaching objectives of chemistry teaching plan three in grade three.

1. Knowledge and skills:

(1) Know that fossil fuels are important natural resources of human beings and play an important role in human life; At the same time, I know several main products of petroleum refining and their uses.

⑵ Understand the energy change in chemical reaction and the importance of full combustion of fuel.

Process and method: Through some inquiry activities, we can further understand and experience the process of scientific inquiry.

3. Emotional attitudes and values:

Understand the non-renewable nature of fossil fuels, understand the importance of rational exploitation and economical use of fossil fuels, and pay attention to environmental protection issues.

Emphasis and difficulty in teaching

1. Three major fossil fuels: coal, oil and natural gas.

Energy changes in chemical changes

teaching tool

Multimedia equipment

teaching process

Introduce a topic

Play pictures of life and ask questions:

1. What fuel is used for cooking, cooking and bathing at home?

2. What fuels do cars, ships, planes and tractors use?

3. What fuels do steel mills and hot-spot factories often use?

(Play the formation process of coal, oil and natural gas with multimedia)

Contact the existing life experience while watching and think:

Wood, coal, natural gas.

Gasoline, diesel.

coal

Read the textbook, watch the video and answer the questions.

Fossil fuels: coal, oil, natural gas, etc. are formed by the remains of ancient creatures through a series of complex changes. Let students contact and care about life, start with existing experience, introduce new knowledge, and emphasize the connection between old and new knowledge in learning. Let students know about life, society, types of fuels, formation process and uses of fossil fuels.

Knowledge expansion

1. Is the coal pure or mixed?

2. What are the products of coal decomposition?

3. Is the process of coal decomposition a physical change or a chemical change? Why?

Play video: the use of coal

Students watch the video with questions.

Students discuss and answer questions:

1, mixture

2, coke, coal tar, gas

3. Chemical change, because carbon generates new substances before and after the reaction: coke, coal tar and gas.

Stimulate students' interest in learning and mobilize their thinking.

1. Can oil be directly used as fuel? Why not use oil as fuel directly?

2. Is the oil pure or mixed? Why?

3. According to what principle is oil refined?

Play a video: the use of oil

Introduce the use of oil.

Students watch the video with questions.

Students discuss and answer questions:

1, no, because it wastes resources, is uneconomical and unscientific, and should be comprehensively utilized.

2, mixture, because it contains a variety of ingredients.

3. It is a physical change according to the different boiling points of each component in petroleum.

Let the students say the products refined by petroleum and their uses.

Stimulate students' interest in learning and mobilize their thinking.

transport

Projection: offshore oil production and natural combustion

Export natural gas

Let the students know that natural gas is mainly gaseous hydrocarbons composed of carbon and hydrogen, the most important of which is methane.

Coal, oil and natural gas are all formed by the remains of ancient creatures that have undergone complex changes for hundreds of millions of years, so they are called fossil fuels and are non-renewable.

1, a large number of human exploitation will eventually exhaust fossil fuels.

2. Fossil fuel is an important natural resource of human beings and plays an important role in human life; Because fossil fuels are non-renewable, we must rationally develop and economize on the use of fossil fuels.

Improve students' awareness of environmental protection, save energy and develop new energy.

The fourth learning goal of the third grade chemistry teaching plan

(1) Exploratory experiment of air composition.

(2) The main components and composition of air.

(3) The concept of pure substance and mixture.

Key students independently designed experiments to explore the volume fraction of O2 in the air.

Learning difficulties understand the experimental principle of measuring oxygen content in the air.

Preview before class

1. What do you know about air? (If there is? Natural? What ingredients are contained, etc. )

2. What is the operation of dropping liquid into a test tube with a rubber dropper? What is the principle of absorbing liquid with rubber-tipped dropper?

3. What happens when you insert a wooden stick with Mars into three cylinders filled with air, oxygen and carbon dioxide respectively? What are their properties?

4. What air pollution phenomena have you seen or known in your life?

Classroom inquiry

Self-study 1 Our classmates now have a certain understanding of air, but more than 200 years ago, people knew little about air. At first, people were fascinated by why matter can burn, which aroused many people's interest in research. So some scientists began to explore the "nature of combustion". Through the unremitting efforts of several scientists, this mystery has been gradually uncovered, and the composition of air has gradually been recognized by people. Let's follow the footsteps of scientists and step into the exploration of air composition.

Read page 26 and think about the following questions:

1. What are the main operations and phenomena in lavoisier's experiment on air composition?

2. What conclusion did lavoisier draw from his air composition experiment?

Explore and observe the teacher's demonstration experiment and complete the table below.

Experimental steps, experimental phenomena and experimental conclusions

Check the air tightness of the equipment

Excess red phosphorus in the burning spoon is ignited and quickly put into the gas container.

Stop the reaction, cool to room temperature, and open the water stop clip.

Exchange and discussion Please combine this content with the group discussion and complete the following contents:

1. Write the word expression of the reaction.

2. Summarize the experimental conclusion

3. Summarize the matters needing attention in the experiment and discuss the possible consequences of improper operation.

4. The conclusion of lavoisier experiment is that oxygen accounts for about 1/5 of the total air volume, but in our experiment, why can't the air volume be reduced by 1/5? Is there any residual oxygen in the bottle after the red phosphorus is extinguished?

Self-study 2 Read page 27, think and discuss the following questions:

1. Components in the air and their volume fractions.

2. Find out the concepts of mixture and purity.

3. Determine whether the following substances are mixtures or pure substances, and explain the basis.

Air sea water oxygen lime water ice water mixture ice

Self-study 3 Read pages 28-30 of this book and complete the following questions:

1. What are the three relatively stable gases in the air? What are their main uses?

Main properties and main uses of ingredients

oxygen

nitrogen (N)

rare gas

2. What will cause air pollution? What are the disadvantages? How to prevent it?

3. The main characteristics of green chemistry:

(1) Make full use of resources and energy and adopt raw materials;

(2) React according to Article to reduce the discharge of wastes into the environment;

(3) Improve the utilization rate of atoms, and try to make all atoms as raw materials be absorbed by products to realize "zero emission";

(4) Produce products that are beneficial, safe and environmentally friendly to the community;

Note: The core of green chemistry is to eliminate pollution from scratch by using chemical principles.

Chapter 5 Teaching Objectives of Chemistry Teaching Plan for Grade Three

1. Knowledge and skills

(1) Understand the meaning of solubility of solid matter.

(2) The solubility table or solubility curve can be used to check the solubility or solubility of related substances, and the solubility curve can be drawn according to the given data.

(3) Knowing some factors that affect the solubility of gas, we will use the relevant knowledge of gas solubility to explain some phenomena around us.

2. Process and method

(1) Learn to observe and analyze experimental phenomena and summarize corresponding concepts.

(2) Learn to solve problems through experiments.

3. Emotional attitudes and values

(1) Understand the dialectical thought that contradictory parties can transform each other under certain conditions.

(2) Establish the viewpoint of seeking truth from facts.

Emphasis and difficulty in teaching

Teaching focus

Use solubility curve to obtain relevant information.

Teaching difficulties

1. The meaning of solubility of solid matter.

2. Use solubility curve to obtain relevant information.

teaching tool

Prepare multimedia courseware as teaching AIDS, etc.

teaching process

Review questions

Last class, we learned about saturated solution and unsaturated solution. Why do they have definite meaning only under "two certain conditions"?

Exchange answers

Changing conditions can transform saturated solution and unsaturated solution into each other.

Introduce a new course

Through the previous research, we know that different substances have different solubility in the same solvent; The solubility of the same substance in different solvents is also different. In this lesson, we will study the solubility of substances from the perspective of quantity.

Inductive summary

The factors that quantitatively describe the solubility of substances are: ① at a certain temperature; (2) In the same amount of solvent, it is uniformly stipulated that: in 100g solvent; ③ solution saturation; ④ The unit is grams.

Solubility of solid: at a certain temperature, the mass of solid dissolved when it reaches saturation in 100g solvent. Four elements: ① at a certain temperature; ② 100g solvent; ③ solution saturation; ④ The mass of solute.

raise a question

Understand the concept of solubility, then do you understand the relationship between solubility and "solubility" and "insolubility"? Please check the following information.

Courseware display

Relative size of solubility (solubility at 20℃)

raise a question

We have studied solubility, so how is solubility expressed?

Courseware display

Textbook P36 Table 9- 1

Analysis summary

The above is a method of expressing solubility: tabular method.

The tabular representation of solubility is not intuitive, nor can it express the solubility of substances at any temperature, let alone directly express the trend of solubility of substances changing with temperature. Let's look for another representation-solubility curve.

Activities and surveys 2

Please draw the solubility curve according to the requirements of P36~P37, and discuss and answer related questions.

Inductive summary

Through the solubility curve, we can judge the change of solubility of solid substances affected by temperature, compare the solubility of different substances at the same temperature, and find out the solubility of the same substance at different temperatures.

Meaning of solubility curve:

Three cases of 1. solubility:

(1) The solubility of most substances increases with the increase of temperature, such as KN03.

(2) The solubility of a few substances is not affected by temperature, such as NaCl.

(3) The solubility of a few substances decreases with the increase of temperature, such as Ca(0H).

2. The intersection point p indicates that the solubility of the two substances A and B is equal at this temperature.

3. The factors affecting the solubility of solids are: temperature.

raise a question

We have studied the solubility of solid substances, so how to express the solubility of gas substances?

Courseware display

1. Show the textbook P38 for discussion and answer related questions.

When boiling water, there are many small bubbles at the bottom of the pot. Why? What does this mean?

Exchange answers

1. The solubility of gas is related to pressure. The smaller the pressure, the smaller the solubility; The greater the pressure, the greater the solubility.

2. The solubility of gas is related to temperature. The higher the temperature, the smaller the solubility.

Practical discussion

How to increase the oxygen content of fish pond water?

Student activities

Use the knowledge and reading materials P38~P39 to discuss and answer.

Summary after class

Course summary

In this lesson, we learned the concepts of solid and gas solubility, understood the relative size of solid solubility, solubility curve and its application, and summarized the factors affecting solubility through activities and exploration. We can also use the knowledge we have learned to solve some problems in life.

homework

arrange work

Complete the corresponding exercises in this lesson and remind students to preview the next lesson.