Teaching plan of changeable weather

The changeable weather teaching plan 1 teaching material analysis

"changeable weather" is the beginning of the third chapter of "weather and climate" in the first volume of grade seven (People's Education Edition). The reason why we study it in the first section of weather and climate is because weather is closely related to production, construction and daily life. Judging from the structure of the textbook, it is the basis for continuing to learn the knowledge of temperature, precipitation and climate. Judging from the content of the textbook, it is very practical and arranges a lot of common sense about the weather, which further emphasizes that the weather is an indispensable part of people's life and production. Through a large number of weather-related picture reading and classroom activities, the textbook enables students to learn geography knowledge useful for their life and lifelong development, which embodies the new educational concept under the new curriculum reform. Make the teaching stimulate students' strong interest and enthusiasm in learning from the beginning.

Analysis of learning situation

1, Analysis of Students' Learning Basis

Junior one students have learned some geography knowledge in primary school, and combined with their own life experience, they have some perceptual and rational understanding of weather knowledge. It is not difficult to understand and accept the content of the textbook.

2. Analysis of students' learning ability

① The logical thinking ability of junior one students has gradually developed from experience to theory. The abilities of observation, memory and imagination have gradually developed.

(2) Students have a certain foundation in learning methods, learning habits, cognitive level, etc.

3. Analysis of students' learning motivation

Junior one students are lively and active by nature, with strong curiosity, curiosity and enthusiasm. The contents of this section are all very useful knowledge in life, which has aroused students' strong interest and enthusiasm in learning from the beginning of teaching.

Teaching objectives

Knowledge and skills objectives:

(1) Learn to read satellite images and urban weather forecast charts in weather forecast.

(2) Identify weather phenomena represented by common weather symbols in weather forecast.

Process and method objectives:

(1) Learn the skills of reading satellite cloud pictures and simple weather forecast charts in weather forecast.

(2) Develop the good habit of listening to and watching the weather forecast.

Emotional attitudes and values:

Cultivate the understanding of the relationship between human production, life and weather, and improve students' awareness of protecting the atmospheric environment.

Teaching emphases and difficulties

Teaching focus:

(1) the characteristics of the weather, forecast the weather with the weather forecast chart.

(2) The impact of human activities on the atmospheric environment.

Teaching difficulties:

Identify various weather symbols and cultivate students' awareness of protecting the environment.

Change the Weather Lesson 2 [Target Preset]

1. Understand weather symbols such as sunny, rainy, snowy and foggy, and find that the weather is changeable, which arouses people's attention to the weather.

2. Know what you need to do in different weather and feel the close relationship between weather and life.

3. Cultivate children's curiosity about the weather and be willing to explore and experiment boldly.

4. Be able to actively communicate their findings with peers and stimulate their desire for further exploration.

[Activity preparation]

Ppt courseware group operation board (including clear rain, snow and fog symbols, √×? Symbols, picture slot settings, etc. 8 life pictures in each group (bask in the quilt, flying kites, boats, planes, umbrellas, sunglasses, hats, masks).

[Teaching process]

First, the topic leads to weather symbols. What is the weather like today? (Take sunny days as an example, and combine the children's answers. ppt shows pictures of sunny days. If you use a symbol to record sunny days, how would you record them?

Let's look at how to record in life-show clear weather symbols (comments: importing today's weather naturally arouses children's interest, using children's existing recording experience, establishing the relationship between weather and weather symbols, and understanding that weather symbols can be used to record the weather in life, from weather to symbols)

Second, know all kinds of weather symbols and find that the weather is changeable.

1. Know all kinds of weather symbols.

(1) Know the symbol of rainy days (if it is rainy, exchange the contents in step 1) Show the symbol of rainy days-do you know what the weather is when you see this symbol?

(Comments: Use ppt link to design symbols that can be changed randomly, which can be changed flexibly according to the weather of the day and the picture content in step 1)

(2) Know a variety of weather symbols (sunny, cloudy, cloudy, rain, fog, snow, dust). What weather do you know besides sunny and rainy days? Can you find it from the symbol, too? Is there anything you can't understand? (Show the corresponding weather pictures in combination with children's answers) (Comments: When children have a concept of symbols, switch from symbols to weather, find out the corresponding weather from many symbols, and feel the diversity of weather initially)

2. Understand the symbols of different degrees of the same weather.

(1) displays three rainy day symbols. Why are there three different symbols in rainy days?

(2) Apart from rainy days, what weather will be represented by different degrees of symbols? (Combined with children's answers, ppt shows symbols of different degrees of weather such as snow and wind to expand the experience. Example: light snow, medium snow, heavy snow, blizzard. (Comments: From a single symbol to three symbols of different degrees, it is progressive on the basis of the previous link, and it is a change in different weather. This link is the change of the same weather to varying degrees. Through the conversion from symbols to weather, we can feel the changeable weather again. )

3. Summarize that the weather has changed so much, such as sunny, cloudy, rainy, wind, rain, snow and dust, and there will be many different changes in the same weather.

(Comment: Summarize, promote in time, and sum up experience)

Third, cooperate to pair pictures and feel the relationship between weather and life.

1. Match life pictures for four typical weather, and know what to do in different weather.

(1) Discuss collocation methods and understand cooperation requirements ①Ppt shows eight pictures of life: bask in the quilt, flying a kite, a boat, an airplane, an umbrella, sunglasses, a hat and a mask. These pictures represent what we will do in life. You got it?

(2) How to show the operation panel (taking sunny days as an example) how to select all the pictures suitable for sunny days from 8 pictures? How to cooperate in groups of three? What if there are different opinions?

(The teacher combines the children's answers to sort out the collocation methods and cooperation requirements. For example, you can watch a picture together, or you can put it all on the table to discuss and watch it together; When you cooperate, you can look at it first, then pair it up and check it again. You can also have someone in charge of matching and someone in charge of introducing. If in doubt, can you discuss it or put it on the operation board? Area)

(2) Children's cooperative pairing pictures in groups of three (Comments: Picture pairing intercepts typical situations in children's life, and skillfully presents the relationship between weather and life in the form of game pairing, so that children can find it in the process of self-analysis and pairing, rather than learning mechanically).

2. Discuss and feel the close relationship between weather and life.

(1) Which group shared the cooperation experience fastest, and how did you cooperate?

(2) Exchange operation results. Which maps are suitable for x days? How did you choose? Why did you choose? Tell us what you think.

Expand or upgrade the experience according to the children's answers. ① For example, what can you bask in besides bask in the quilt on sunny days? Why are these things suitable for sunny days?

Example: Why is foggy weather not suitable for taking a boat or an airplane? Why is it suitable to wear a mask in foggy weather?

(3) Ask questions to arouse children's thinking. Example 1: Why are umbrellas suitable for sunny, rainy and snowy days? Are there any other things suitable for different weather conditions in these eight pictures?

(Comment: Communication reflects the collision of children's thinking process, because the result of pairing is not unique, so we can learn about children's different ideas through communication and share experiences among peers. This process is open and poses multiple challenges to children's thinking, analysis and expression. )

Summarize that the original changing weather will affect our life. According to different weather conditions, you can make reasonable arrangements and choose to do something suitable for you.

(Comment: Summarize in time, then summarize and improve. )

Fourth, introduce extreme weather to stimulate interest in continuing to understand.

1. Introduce extreme weather. Show pictures of extreme weather or play video clips-sandstorm, typhoon, drought, rainstorm, blizzard and smog. Besides the weather we know, there are many extreme weather. Do you know them?

2. Aroused the interest of further understanding. Extreme weather will bring many disasters to our lives. Do you know what disaster will happen?

What caused so many extreme weather? What can people do to deal with extreme weather?

The changeable weather has left us with many problems. Let's go home together to find the answer and continue to communicate tomorrow.

(Comment: The change from ordinary weather to extreme weather is a further progress of "changefulness", which not only links previous experience and cognition, but also paves the way for subsequent attention. )

Teaching reflection:

This lesson mainly talks about changeable weather. Teaching materials are close to students' real life, so that students can experience the weather and its influence in activities. In the communication and study between teachers and students, the teaching tasks of this course have been successfully completed, and the teaching objectives have been basically completed. There are successes and areas that need improvement.

Changing Weather Lesson 3 Activity Objectives

1. Stimulate children's interest in observing weather.

2. Understand the common weather conditions and know how to understand the weather conditions.

Understand the relationship between the weather and our life, and try to design a weather forecast table.

Activities to be prepared

Courseware and forms

Interesting practice

Activity process

First, understand the relationship between meteorology and military affairs.

1. Let the children enjoy a short story "Grass Boat Borrows Arrows" first.

There is a very clever man named Zhuge Liang in the story. He used the weather to make 654.38 million arrows in three days. How did he do it?

2. Let children think through stories. How did Zhuge Liang know it would be foggy?

Second, understand the common and bad weather conditions, and know how to understand the weather.

1. Besides foggy days, what other common weather do you know?

2. Know some bad weather conditions. And watch courseware.

How do you know the weather?

(SMS, TV, newspaper, etc. )

Appreciate a weather forecast and know its main contents.

Weather, temperature, dressing index, etc. )

Fourth, understand the relationship between the weather and our lives.

Interesting question and answer

Teacher: The weather has a lot to do with our life. I will test you today.

(1) How to escape the heat in hot weather?

(2) How to maintain yourself in thunderstorm weather?

(3) What do you need to prepare when you go out in rainy days?

Changing Weather Lesson 4 Activity Objectives:

1, feel the variability of the weather, and know some simple meteorological signs and common sense.

You can learn to observe, record and count the weather in your own way.

3. Interested in weather changes and willing to observe and explore.

Activity preparation:

1, collect all kinds of meteorological pictures and CDs.

2, courseware, video, weather identification card, weather statistics, etc.

Activity flow:

First, observe and record the weather for several days. Then review the weather records of the past few days and compare them to understand the changes in the weather. What other weather do you know? How can we know the weather tomorrow? (Weather forecast)

Second, watch the video to let the children watch the weather forecast carefully and know some simple weather symbols. Ask your child: What kind of weather do you like best? Why? Besides the weather forecast, how can we know the weather tomorrow?

3. Appreciate the story Ask children to appreciate the story "Unlucky Pony" and ask questions in combination with the story: What kind of weather does Little White Horse see at night? Why is it hot the next day? What happens when the sky is red? There is a circle around the sun. What will happen to the weather? At the same time, watch the courseware and guide the children to observe and understand the weather changes and signs described in it.

Fourth, exchange discussions to guide children to discuss: How do small animals predict the weather? Ants move, swallows fly low, and fish breathe in the water. What should we pay attention to when the weather changes? Play games, listen to sounds, show weather signs, and consolidate your understanding of weather signs.

Verb (abbreviation of verb) group operation The children are divided into three groups (one for each of the three teachers) to count the weather in February in different areas. How many children cooperate to count sunny days, cloudy days and rainy days? Make a comparison and further perceive the changeable weather.

Share, exchange and check the statistical data of each group of children, and sum up what the weather is like this month.

Teaching reflection:

This lesson mainly talks about changeable weather. Teaching materials are close to students' real life, so that students can experience the weather and its influence in activities. In the communication and study between teachers and students, the teaching tasks of this course have been successfully completed, and the teaching objectives have been basically completed. There are successes and areas that need improvement.

"Changing Weather" Teaching Plan 5 teaching material analysis

The changeable weather is the knowledge in the first section of chapter 5 of the first volume of the seventh grade geography. Climate is one of the important natural conditions for human survival and one of the most basic elements of geographical environment. Weather and climate are closely related to people's daily production and life. Knowing the weather and climate is beneficial to students' future study and work. Through the study in this section, students can correctly use the word "weather" in their lives, identify common weather symbols and understand simple weather maps. There are many concepts in this section, none of which are strictly defined, and students are not required to master them. The content of this section is more practical, and there are many abstract concepts. Therefore, flexible teaching methods such as connecting life experience, comparison, map reading, discussion and inquiry are adopted in teaching methods to arouse students' learning enthusiasm, cultivate students' thinking ability and make knowledge difficult and easy. Multimedia teaching is used in teaching methods, which makes abstract problems vivid and boring knowledge vivid, which is beneficial for students to master.

Analysis of learning situation

Weather is a natural phenomenon that seventh-grade students have a deep understanding of, but this understanding stays in perceptual knowledge. Through learning, students should further summarize the characteristics of the weather, the relationship between the weather and us, and master the knowledge of the future weather. Considering students' cognitive characteristics, students should talk more about interesting phenomena in the teaching process and consciously sum up the rules from the phenomena they talk about.

Teaching objectives

First, the teaching objectives:

1, knowledge and skills

(1) Learn to recognize satellite cloud pictures and common weather symbols, understand simple weather maps and get a preliminary understanding of weather forecast.

⑵ Learn to use image memory and applied memory to memorize geographical knowledge.

⑶ Cultivate students' geographical thinking ability in the activities of watching and analyzing weather forecast.

⑷ Cultivate students' division of labor and cooperation, group consciousness and expression ability in group games and activities of learning to be an announcer.

2. Process and method

By organizing games and role-playing, let students know that the weather is closely related to people, understand the weather forecast, be familiar with common weather symbols and know satellite cloud pictures; Entering the network and life, giving students a broader world; Find information through multiple channels after class to improve self-study ability; Cultivate a sense of cooperation through group discussion; Improve your expressive ability and self-confidence by showing them in class.

Through bilateral activities between teachers and students, students' ability to apply knowledge and integrate theory with practice is initially cultivated.

3. Emotions, attitudes and values

(1) Guide students to start from real life experience and practical experience, stimulate students' interest in geographical issues, make students understand the role and value of geographical knowledge, and form a positive learning attitude.

(2) By listening to the weather forecast of local TV stations and radio stations and the air quality forecast programs of the whole city, we can understand the weather and atmospheric environment in our hometown, cultivate students' concern about the environment and development of our hometown, and enhance their feelings of loving our hometown and our motherland.

(3) By letting students illustrate the negative impact of human activities on the atmospheric environment and the importance of protecting the atmospheric environment with examples, students' awareness of environmental protection can be enhanced, the concept of sustainable development can be initially formed, and the behavior habit of caring for and caring for the environment can be gradually formed.

⑷ Through the interaction between teachers and students, a new democratic, equal and harmonious relationship between teachers and students is constructed.

Teaching emphases and difficulties

1, key points

(1) Learn to recognize common weather symbols and understand simple weather charts.

⑵ Understand the importance of weather forecast and learn to watch it.

2. Difficulties

Learn to read weather forecast and satellite cloud pictures.