casino lugano italy:casino,lugano,italy,made,clear:I made it clear that it was not the mother's own achievements, and it was determined that the drink that the mother had had was fruitful Jinan version of the eighth grade of biology book: 'Seed of seed' teaching case information download Ji

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Jinan version of the eighth grade of biology book: 'Seed of seed' teaching case information download Jinan version of the biological eighth grade book case: 'seed of seed' teaching case teaching objectives: 1. Knowledge Objective 1 Initially learn how to explore the external conditions of seed germination by designing controlled experiments; 2 understand the conditions (focus) of seed germination.

2. Capability Goals (1) Further improve the ability to conduct exploratory experiments.

Further improve your ability to analyze and solve problems.

(2) Improve the ability to collaborate and communicate with others in inquiry activities.

(3) Understand the significance of the control experiment. 3. Emotion, Attitude and Values ??Objectives (1) By analyzing the conditions of seed germination, it is necessary to establish a dialectical unity of internal and external factors.

? Educate the values ??of biological sciences by understanding the dormancy characteristics of seeds and the lifespan of seeds.

Exploring the environmental conditions of seed germination “What external conditions may be required for seed germination in this process?” This encourages students to actively brainstorm and ask questions to be explored. At the same time, the students are guided to make assumptions based on existing knowledge and life experience or with reference to the materials provided by the textbooks: “The external conditions required for seed germination may include: water, soil, sunlight, temperature, air, fertilizer, etc.

After

, the teacher questioned the students: 'Which are the necessary conditions for seed germination? 'Guiding students to analyze and eliminate the 'fertilizer' factor (because the seed itself has a structure for storing nutrients, the seed germination does not require fertilizer.

) The student then made the hypothesis: 'Water, sunlight, air, soil, and suitable temperature may be necessary conditions for seed germination.

' Then if the assumption is true, it needs to be tested experimentally.

? In order to reduce the difficulty of learning, to ensure the rationality of the experiment and the participation of each student, and to reflect the spirit of mutual cooperation of the group members, the teacher first guides the experimental groups to clear the division of labor: the leader (hosting each discussion) Problem, do a good job division; discuss content recorders; (simply record the results of the discussion, prepare for communication between groups); observe and record the responsibility of the experimental results; experimental operators (responsible for the operation of the experiment, others assist).

The teacher then presents the outline of the discussion. The students use the actual plan of the outline and the textbook to develop an experimental plan based on the experimental group.

The discussion outline is as follows: 1. What kind of seed is better? 2. What materials and equipment do you need to prepare for the experiment? 3. How to explore the effects of different environmental conditions on seed germination? Should the seeds be divided into groups? Among them, 'Discussion 1', according to common sense of life, students can make choices: complete, full, live seeds.

'Discussion 2', some students may answer according to the materials in the textbooks, some students may choose other materials and equipment, as long as the choice is appropriate, teachers should affirm and encourage students to use their own materials in their spare time. conduct experiment.

'Discussion 3' and 'Discussion 4' are mainly related to control variables and control experiments, and are also important.

To let students understand that in addition to the questions to be studied in the experimental conditions, the others should be consistent.

In the discussion 4, in addition to the textbooks, other conditions raised by students that affect seed germination can tell students that if they are interested, they can design an experimental plan for this problem after class.

'Discussion 5' and 'Discussion 6' allow students to clarify that experiments should be common, avoiding contingency and reducing errors.

In the course of student discussion, teachers conduct patrols, observe, and participate in discussions in groups.

After the discussion, the teacher presided over the results of the discussion between the groups, and the teams further revised and improved the experimental plan.

The specific implementation of this experiment is completed under the class. During the experiment, the teacher should remind and urge the students to complete the work carefully, check at any time, and give an evaluation at the right time.

Require students in each group to carefully observe and record the results of the experiment and draw conclusions for the exchange report between the next class.

Also note whether the specification is correct, what problems occur during the operation of the group, and whether the team members are involved in the experiment.

Conclusion (1) Environmental conditions for seed germination.

Teachers are invited to report on the experimental phenomena and results.

Although the experimental steps have been clarified in the discussion outline, due to the different levels of knowledge and abilities of students, it is impossible to cover all the problems that should be paid attention to in the experiment, and often there are phenomena with the same conclusion and different processes. Teachers should give each group the opportunity to fully express and communicate.

Regardless of the success of the experiment, the scientific ideas that emerged during the experiment should be affirmed and praised, and students should be encouraged to talk about design ideas.

For unsuccessful teams, teachers help them analyze the reasons and encourage them to redo after class.

Based on the analysis of students, teachers combined with their own understanding of the work, the work attitude is serious and rigorous, the team that cooperates well with each other to praise, so that students further recognize the rigorous scientific attitude and the scientific spirit of collaboration for the experiment The importance of success.

Finally, the teachers and students summarized the experimental results of each group and concluded that the appropriate temperature, certain moisture and sufficient air are the conditions required for seed germination.

On this basis, the teacher asked the students to think: We have a few steps in the experiment to explore the environmental conditions of seed germination? After the students think and answer, the teacher further asks: We use these six steps to explore the environmental conditions of seed germination. Can we use these six steps to explore whether other conditions (such as light) affect the germination of seeds? After the students answered, the teacher further pointed out that we can use these six steps to study the life phenomenon of any organism, because this is the general process of biological science inquiry.

Teachers further guide students to think about other factors that influence seed germination, so that students can choose one (such as light) as a further exploration topic.

After a simple discussion, let them develop their own plans and use their spare time to conduct research according to their own situation (for example, black cloth can be wrapped as a control group to explore the 'light' factor.

After a week, students will find that the bottle will be germinated with or without a black cloth, and the investigation report will be completed.

The student's inquiry report is both a feedback on the teaching of this lesson and a process evaluation of the student.

Then the performance of each student in the entire experimental inquiry was recorded in his growth portfolio through self-assessment, classmate evaluation and teacher evaluation.

(2) Self-conditions for seed germination.

The teacher then showed the germination status of the partially, non-embryonic, cotyledon or endosperm partially excised seeds through the CAI courseware (the germination grows strong seedlings, ungerminated, and the seedlings are thin and thin), allowing the students to observe the answers and combine them. The structure of the seed, in connection with the actual life, using the knowledge learned, using scientific methods, analyzes the seed's own conditions: complete, living embryos, short storage time, spent the seeds of dormant period.

The teacher then instructs the students to project different seeds and guide students to discuss and explain the actual life. For example, broken, dry, underdeveloped, and long storage time will affect the germination of seeds.

[] Corn seeds differ from the same point of student recall, giving an accurate, standardized answer.

Normalize the review of old knowledge to enhance the knowledge and implementation of knowledge.

Creating a scenario to stimulate interest 5 minutes to show farmers planting, students ask questions after the appreciation: the season of farmers planting and what preparations to do before planting speculates which external conditions students need to appreciate pictures, think, answer.

Create a problem scenario for students and use their curiosity to stimulate their enthusiasm for inquiry.

? Guide the inquiry layer to advance for 16 minutes in a certain season because: the soil is moist because: the soil should be loose because: the teacher questioned the students: 'Which are the necessary conditions for seed germination?' Guide students to analyze and exclude 'fertilizer 'This factor (because the seed itself has a structure for storing nutrients, the seed does not require fertilizer for germination.

) The student then made the hypothesis: 'Water, sunlight, air, soil, and suitable temperature may be necessary conditions for seed germination.

' Then if the assumption is true, it needs to be tested experimentally.

? After the teacher presented the outline of the discussion, the students made an experimental plan based on the actual plan of the outline and the textbook.

The discussion outline is as follows: 1. What kind of seed is better? 2. What materials and equipment do you need to prepare for the experiment? 3. How to explore the effects of different environmental conditions on seed germination? Should the seeds be divided into groups? 4. How to set the experimental control group, what kind of temperature, moisture, light and air conditions should the control group provide? For each control group, should the environmental conditions be the same as the control group except for the conditions studied? 5. How many seeds should each group have? Is there only one seed per group? 6. How often do you observe it? Should each group of experiments be observed at the same time? During the student discussion, the teacher patrols, observes, and participates in the discussions of the various groups.

After the discussion, the teacher presided over the results of the discussion between the groups, and the teams further revised and improved the experimental plan.

The specific implementation of this experiment is completed under the class. During the experiment, the teacher should remind and urge the students to complete the work carefully, check at any time, and give an evaluation at the right time.

Require students in each group to carefully observe and record the results of the experiment and draw conclusions for the exchange report between the next class.

Also note whether the specification is correct, what problems occur during the operation of the group, and whether the team members are involved in the experiment.

Propose: 'The external conditions required for seed germination may include: moisture, soil, sunlight, temperature, air, fertilizer, etc.

Based on existing knowledge and life experience or based on the information provided in the textbook, students make reference to the outline and textbooks to develop an experimental plan based on the experimental group.

'Discussion 1', a complete, full, live seed.

'Discussion 2', some students may answer according to the materials in the textbooks, some students may choose other materials and equipment, as long as the choice is appropriate, teachers should affirm and encourage students to use their own materials in their spare time. conduct experiment.

'Discussion 3' and 'Discussion 4' are mainly related to control variables and control experiments, and are also important.

To let students understand that in addition to the questions to be studied in the experimental conditions, the others should be consistent.

In the discussion 4, in addition to the textbooks, other conditions raised by students that affect seed germination can tell students that if they are interested, they can design an experimental plan for this problem after class.

'Discussion 5' and 'Discussion 6' allow students to clarify that experiments should be common, avoiding contingency and reducing errors.

Inspire students to be active and ask questions to explore.

At the same time, guide students to make assumptions based on existing knowledge and life experience or with reference to the materials provided by the textbook. Teachers are invited to report the experimental phenomena and results.

Although the experimental steps have been clarified in the discussion outline, due to the different levels of knowledge and abilities of students, it is impossible to cover all the problems that should be paid attention to in the experiment, and often there are phenomena with the same conclusion and different processes. Teachers should give each group the opportunity to fully express and communicate.

Regardless of the success of the experiment, the scientific ideas that emerged during the experiment should be affirmed and praised, and students should be encouraged to talk about design ideas.

For unsuccessful teams, teachers help them analyze the reasons and encourage them to redo after class.

Based on the analysis of students, teachers combined with their own understanding of the work, the work attitude is serious and rigorous, the team that cooperates well with each other to praise, so that students further recognize the rigorous scientific attitude and the scientific spirit of collaboration for the experiment The importance of success.

Finally, the teachers and students summarized the experimental results of each group and concluded that the appropriate temperature, certain moisture and sufficient air are the conditions required for seed germination.

On this basis, the teacher asked the students to think: We have a few steps in the experiment to explore the environmental conditions of seed germination? After the students think and answer, the teacher further asks: We use these six steps to explore the environmental conditions of seed germination. Can we use these six steps to explore whether other conditions (such as light) affect the germination of seeds? After the students answered, the teacher further pointed out that we can use these six steps to study the life phenomenon of any organism, because this is the general process of biological science inquiry.

Teachers further guide students to think about other factors that influence seed germination, so that students can choose one (such as light) as a further exploration topic.

After a simple discussion, let them develop their own plans and use their spare time to conduct research according to their own situation (for example, black cloth can be wrapped as a control group to explore the 'light' factor.

After a week, students will find that the bottle will be germinated with or without a black cloth, and the investigation report will be completed.

The student's inquiry report is both a feedback on the teaching of this lesson and a process evaluation of the student.

Then the performance of each student in the entire experimental inquiry was recorded in his growth portfolio through self-assessment, classmate evaluation and teacher evaluation.

The condition of seed germination.

The teacher then showed the germination status of the partially, non-embryonic, cotyledon or endosperm partially excised seeds through the CAI courseware (the germination grows strong seedlings, ungerminated, and the seedlings are thin and thin), allowing the students to observe the answers and combine them. The structure of the seed, in connection with the reality of life, using the knowledge learned, using scientific methods, analyzes the seed's own conditions.

The teacher then instructs the students to project different seeds and guide students to discuss and explain the actual life. For example, broken, dry, underdeveloped, and long storage time will affect the germination of seeds.

The teams report on experimental phenomena and results.

Finally, the teachers and students summarized the experimental results of each group and concluded that the appropriate temperature, certain moisture and sufficient air are the conditions required for seed germination.

The six steps explore the environmental conditions of seed germination. Students think about other factors that influence seed germination, so that students can choose one (such as light) as a further exploration topic.

CAI courseware combines the structure of the seed, connects with the actual life, uses the knowledge learned, and uses scientific methods to analyze the seed's own conditions: complete, live embryo, short storage time, and spent the dormant period Seed.

Give each group the opportunity to fully express and communicate.

Regardless of the success of the experiment, the scientific ideas that emerged during the experiment should be affirmed and praised, and students should be encouraged to talk about design ideas.

[Discipline] After learning through self-determination and cooperation, students will self-satisfy what they have learned and thought, and draw conclusive knowledge, which can be described in a standardized language.

Require students to close the narrative of the textbook and strengthen the knowledge of knowledge.

Classroom test questions and assignments for 5 minutes Classroom test questions: Class A: 1, 2, 3, 4, 5, 6; Class B: 1, 2, 3, 5; Class C: 2, 3 , 5.

Classwork: 'Assistance' Class A: 1, 2, 3, 4, 5, 6, 7, 8; Class B: 1, 2, 3, 7; Class C: 1, 2, 7.

Students complete independently and classroom tests should be corrected in a timely manner.

Strengthen students' understanding of what they have learned through practice, and at the same time develop students' speed and norms, and extend learning to the lesson.

Providing clear goals for students at different levels.

Standard evaluation----Are you passing? 1. Under normal circumstances, the conditions unrelated to seed germination are () A. Temperature B. Air C. Moisture D. Sunshine 2. Seed germination requires sufficient air, because the seeds are continuously stopped () A. Manufacture of nutrient B Evaporation of water C. Respiration D. Production of oxygen 3, students of a biological experiment group conducted wheat germination experiments, sharing 250 seeds, of which 10 seeds were not germinated, and the germination rate of the experimental group seeds was ()% %%%4, there are many things to pay attention to during spring sowing. For example, in North China, peas are planted earlier than cotton. The main reason is () A. Temperature control B. Influenced by water C. Influenced by light D. Regional influence 5. Xiao Li was very interested in the germination of the seeds, so he did the following experiment according to the right picture: the same kinds of plant seeds with the same and strong vitality were placed in 1 air, 2 water surface can contact the air position, 3 In the water.

About this experiment, the following statement is correct () A. Seed 2 has the strongest germination power. The control condition between the two seeds of 1, 2 is air C. 2, 3 The control condition between the two seeds is water D. This experiment shows that the seed germination requires air, moisture and temperature. The figure below shows an experimental setup for exploring the conditions of seed germination. Each beaker is placed with an equal amount of dry seeds (10 capsules) and provides the corresponding environmental conditions.

(1) What is the purpose of putting 10 seeds instead of 1 seed per beaker? (2) The C device has more water and has an oil layer on the water surface. What is its function? (3) In the above five experimental devices, please find a set of control experiments and explain what is the only variable between them? (4) If only exploring whether the illumination has an effect on seed germination, which devices should be selected for experimental observation? [] (5) Can you predict which seeds in the beaker will germinate after 7 days? Teaching Reflection: Success: [] 1. Reflecting the spirit of curriculum reform, focusing on the training of students' scientific methods, 'scientific inquiry' is placed at the top of the ten themes of the 'Full-time Compulsory Education Biological Curriculum Standards', with the aim of emphasizing that teachers should permeate the content standards of scientific inquiry as much as possible. The subject matter of the teaching activities. The true intention of students to explore is not only to master the biological knowledge itself, but more importantly, to let students learn the general methods of scientific inquiry, let them personally understand how scientists are confused about the problem; how to assume the 'answer' of the problem; What ways to solve the problem, and gradually develop the quality of the attitude, method and thinking of inquiry. The general approach to design scientific inquiry of 'control experiments' covered in this lesson. The experimental scheme of 'environmental conditions for seed germination' involves three variables: moisture, air, and temperature. The design scheme is difficult, and many students feel that they have no way to start. The teacher gave a reminder when the students discussed the design plan, and then conducted an analysis of the experimental plan after the discussion. It reflects the leading role of teachers in guiding, inspiring and dialing. After the teacher conducted an analysis of the experimental program, the students generally reflected that the idea was clear. Timely diagnosis of the 'light on the impact of seed germination' experimental program design, to understand the student's learning situation, and through the design of 'seed germination of their own conditions' experimental program, so that students get training again. From the feedback, students have basically learned this scientific research method. 2. Focus on the combination of classroom and extracurricular, embody the concept of “for all students”. Through the pre-class information review discussion program, design experiment observation record table, student self-summary, etc., teachers provide opportunities for hands-on, brain and mouth to let each person Students are fully active in the classroom. Develop intelligence and develop abilities in activities. The exploration of life activities often requires a longer process, and the arrangement of school courses is usually composed of separate class hours. Students complete the experimental design, analyze the experimental data, draw conclusions, and complete the experiment under the class. In this way, the class is intertwined and the activities are more and more chaotic, and the time is also more economical. [].


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