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教科版三年级科学上册教案
【教学目标】
科学概念：
树是活的植物，生长在一定的环境里，是有生命的物体。
过程与方法：
初步认识真正的观察应该是有目的的，制订观察的方法和步骤有利于观察的进行。
用各种感官观察大树。
借助放大镜、皮尺等简单的工具对大树进行观察和测量。
用简单的词语记录观察的结果。
情感、态度、价值观：
懂得从图片上获得的信息是有限的，亲自观察事物会对事物有更多的认识。
发展观察大树的兴趣，体会到生命体给我们带来的生机勃勃的感受。
在观察过程中，培养与他人合作的习惯。
【教学重点】
了解观察的目标和方法，认识到观察的重要性。
【教学难点】
对大树的观察要指向生命体这个核心概念。
【教学准备】
分组材料：一些观察用的测量工具（如皮尺、放大镜等），观察记录纸。
【教学过程】
一、引言
1.校园里、大路旁、山坡上……到处我们都能看到植物，同学们对校园里的植物最熟悉的是哪些呢？
2.就让我们从身边的熟悉植物——大树开始观察研究吧。
二、看照片上的大树
1.教师讲解：这是一幅梧桐树的照片，请大家仔细地看图，你能发现有关这株梧桐树的哪些特点？ （你能发现几点？）
2.学生汇报：从图上看大树，我看到了什么？（要求仔细倾听，并大胆说出新的发现，同时区分哪些是真正从照片上获得的信息。）
三、回忆中的大树
1.教师引导：照片拍得很清楚，但是我们从照片上发现的东西并不多，那么生活中你曾经看到过的大树与这照片上的有什么不一样吗？
2.学生汇报：回忆我的大树，我曾经看到过什么？
3.教师激趣：同学们的汇报内容真丰富，有的内容大家都看见过，有的内容有人还从来没看见过，而有人可能从来都没真正看过一棵大树呢？是不是？想去仔仔细细地看一棵真正的大树吗？
4.学生交流：为什么想看真正的大树？（再去看一看，是不是能看到更多的内容！会不会也有树瘤？是不是也有小动物？是不是还有其它东西？）
5.教师总结：这样带着目的去仔仔细细看大树的时候，我们的观察活动就开始了。
6.学生小组交流并汇报：如果现在来到一棵大树下，我想观察什么？我们怎样才能观察到更多的内容？
四、观察真正的大树
1.交流：教师引导孩子们交流在头脑中制订好的观察大树的个人计划。（观察内容、观察方法、需要借助的工具等）
2.活动：现在让我们一起去观察一棵真正的大树，我们肯定有更多的发现。同时把观察到的信息，用简短的词语记录下来。（在保证安全的情况下老师带学生按计划开展真正的实地观察活动。）
3.评价：回教室后每小组互相欣赏各自的观察内容，说说从不同的记载中如何体会到观察的大树是一个生命体。同时推选一位同学的记录单张贴于科学活动专栏内供大家欣赏，其它同学的记录单上交给老师阅读欣赏。（张贴的记录单要有典型特色。）
4.总结：观察一棵树让我们获得了这么多的信息，观察一棵树让我们发现了一个生机勃勃的生命世界，那么，观察更多的树呢？请在课外继续观察不同的树。
板书设计：略
教学后记：略
延伸阅读（英语版）：
Scientific concept:
A tree is a living plant that grows in a certain environment and is a living object.
Process and methods:
A preliminary understanding of real observation should be purposeful, and the method and procedure of making observations is conducive to observation.
Look at the tree with all kinds of senses.
The tree is observed and measured with a simple tool like a magnifying glass and a ruler.
Record the observations with simple words.
Emotions, attitudes, values:
There is a limit to how much information can be obtained from pictures, and observing things in person will have more awareness of things.
Develop the interest of looking at the tree and experience the vitality that life brings to us.
Cultivate the habit of cooperating with others during observation.
[key points of teaching]
Understand the goals and methods of observation and recognize the importance of observation.
Teaching difficulties
Observation of big trees points to the central concept of life.
[teaching preparation]
Grouping material: some observation measuring tools (such as a ruler, magnifying glass, etc.), observe the recording paper.
[teaching process]
I. introduction
On campus, on the road, on the hillside... We can see plants all over the place. What are the most familiar to the plants on campus?
Let's start with the familiar plants around us.
Look at the tree in the photo
This is a picture of a plane tree. Please look at the picture carefully. What features can you find about the plane tree? What time can you find out?
Student report: looking at the tree, what do I see? (to listen carefully and speak out for new discoveries, and to distinguish what is really from the photo.)
The tree in memory
1. Teacher guidance: the picture is very clear, but we don't find much in the picture, so what is the difference between the big tree you have seen in life and the one in this picture?
Student report: remember my big tree, what have I seen?
Addition, (3) teachers: students report content is rich, everyone has seen some content, some people have never seen, and some may never really seen a tree? Isn't it? Want to see a real big tree carefully?
Student communication: why do you want to see real trees? See if you can see more! Is there a tree tumor? Do you have small animals? Is there anything else?
5. The teacher concludes that our observation begins when we look at the big trees with purpose.
If you come to a big tree now, what do I want to observe? How can we observe more?
Look at the real tree
1. Communication: teachers guide the children to communicate in their minds with a personal plan to observe big trees. (observation of content, observation methods, tools to be used, etc.)
2. Activities: now let's go and observe a real tree, and we must find more. Keep an eye on the information and record it in short words. (in the case of safety, the teacher takes the students to carry out real field observation as planned.)
3. Evaluation: after returning to the classroom, each group will appreciate their observations, and tell us how to realize that the tree is a living thing from different records. At the same time, I will select a student's record list to be posted in the scientific activity column for you to enjoy, and the other students' records will be submitted to the teacher for reading and appreciation. (the list of records should be typical.)
To sum up: to observe a tree that gives us so much information, to observe a tree and let us discover a living world, so to observe more trees? Please continue to observe different trees after class.
Board design: slightly
Teaching post: slightly
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