First original set a lesson plan, in the process of the class according to the specific situation to make appropriate adjustments, help accumulate teaching experience, and constantly improve the quality of teaching. The following is the "Su Jiao version of the eighth grade next book of biology lesson plan sample template", for reference only, welcome to read this article.
SuTeach version of the eighth grade next book of biology lesson plan template (a)
I, the introduction of the rat lady
The rat lady is also known as "tide worm", in the south is also known as "watermelon worm", "Duanzi worm", belongs to the invertebrate arthropods phylum crustaceans tide worm suborder. Mousewife more species, most of their bodies are long ovate, adult body length 9-15 mm, dorsal and abdominal flattening is very significant, gray-brown, gray-blue; often curled into a ball, is herbivorous terrestrial taxa, the mouthparts are masticatory mouthparts, for the crustaceans in the fully adapted to the land life of the animals, from the seashore has been to the altitude of 5,000 meters highlands have their distribution. The first antennae are short, and the last 7 pairs of thoracic limbs become footsteps. However, they need to live in moist, warm and sheltered places, day and night, with negative phototropism. Unlike insects and spiders that are highly adapted to life on land, in most parts of China are distributed in the field, mainly for the damage to cucumbers, tomatoes, oilseed rape, and other common species of Chauceridae, Rhamnaceae, orbiculariaceae and other representatives of the animal.
Second, the living environment and collection of the rat lady
The rat lady likes to live in the rotten wood, rotting leaves, stones and so on underneath, and sometimes also appear in the house, courtyard. It is more normal for the mousewife to live between 20--25 degrees Celsius. If the indoor and outdoor temperature is around 25 degrees, it can be found under stones and rubble in front of and behind the house, in pots and altars; if the temperature is lower than 25 degrees, it is necessary to choose a warm flower cellar, next to the sewer in the courtyard for collection, or under the kitchen floor tiles in bungalow conditions. When we collected in school gardens, we found that the ratwings were fewer in number and smaller in size, with some small individuals dominating. They can be collected under flower pots but in small numbers, if the pots are placed on a concrete floor their numbers will be very small and the amount of excess water will greatly reduce their numbers. In order to collect the convenience, we found after some efforts, if the Taiwan grass root up, inverted cover in the wall of the lawn (can cover two to three layers), the first few days do not water, and so the grass is dry, three days or so to water a small amount of water, as long as the protection of the relative humidity can be. When you start collecting them in a month or so, you will get larger individuals and a larger number of ratites. Moreover, the collection process is very convenient, just take away the turf is. During the collection of mousewives, they must be carefully protected, and after collection, the container should carry some wet soil and attention to ventilation. Wet soil is rich in organic matter and black in color, while you can put a few rotten leaves or some small roots of plants.
Three, the breeding of rat women
In the laboratory to keep the rat women can be used in large pots such as plastic sinks, can also be used in the box of the moon cake. Inside the basin put some after the screening of the loose soil, soil rich in organic matter is good, especially the black soil is better, and can put some rotten leaves. The water content of the soil should not be too large, and a small amount of water can be sprayed into the soil every day. If too much water is dripped into the soil, the soil is prone to form mud clumps or mud, which will slow down the activities of the rat-woman and even cause death. You can use your hand to make a small test. Grab a handful of soil with your hand, pinch it hard, and no water comes out from your fingers, release your hand, and touch it gently, and the soil is loose, which indicates that the humidity of the soil is moderate. At the same time every 3 days to change the soil, the longest not more than a week, change the soil is not all change, can put half to stay half. The density of the rat lady should not be too large, about every 1000 ml container can keep about 25 - 30 rat lady, density is too large, the lady is easy to die. The basin can be covered with a black cloth to ensure that there is sufficient air, and at the same time use a rubber band to cover the black cloth to prevent the mouse woman from escaping. You can also turn on the light at night, can also play a role in preventing the effect of the escape of the rat woman.
Four, the rat woman should pay attention to the cultivation process
1, each time you change the soil, to retain part of the original soil; to change out of the soil should be carefully examined, so as to avoid individual rat woman "fake death" or drilling in the soil and lost.
2, in the laboratory placed in the rat, to pay attention to the surrounding whether there are other animals such as rats, cockroaches and other hazards.
3. There should not be too much water in the soil, just keep it moist. If you accidentally add too much water, use fine sand to adjust.
4, in order to ensure the effectiveness of the experiment, when raising the rat lady as far as possible to provide it with the appropriate temperature.
5, do not put the breeding of the mouse woman in too bright a place, as far as possible to provide it with a darker environment.
Su Zue version of the eighth grade next book of biology lesson plan template (two)
I. Lamarck's theory of evolution
1. Main points.
(1) Biological origin: organisms are not created by God, but evolved from much older organisms.
(2) Evolutionary journey: from lower to higher.
(3) Causes of evolution: use and use and acquired genetics.
2. Significance.
(1) The first relatively complete theory of evolution.
(2) Against creationism and species invariance, laid the foundation of the scientific theory of biological evolution.
2. Darwin's doctrine of natural selection
1.
2. Evaluation of the doctrine of natural selection.
(1) The scientific nature of the doctrine of natural selection.
(2) Limitations of the doctrine of natural selection.
III. Development of Evolutionary Theory after Darwin
1. The study of heredity and variation has gone from the level of traits to the level of genes.
2. The study of issues such as the role of natural selection has evolved from taking the individual organism as the unit to taking the population as the basic unit.
3. The modern theory of biological evolution centered on the doctrine of natural selection has been formed.
Focus on Focus
1. How was biological evolution viewed before Darwin?
2. What were the main points of Darwin's doctrine of natural selection?
3. What were the limitations of Darwin's doctrine of natural selection?
[***Research and Exploration]
An anteater is a mammal with a long, pointed muzzle, a tubular mouth, and a retractable tongue rich in mucus suitable for licking insects. A mole is another mammal that looks like a rat, has small or completely reduced ears, small eyes and completely reduced vision, and lives in the soil.
Source 2 Superbugs is a collective term for bacteria that are resistant to almost all antibiotics. It can cause abscesses and blisters on people, and even cause their muscles to gradually die. The scary thing about this kind of germ is not that it kills people, but that it is resistant to common germicidal drugs - antibiotics, for which there is almost no medicine available.
1. Combine the materials and explain the following facts using Lamarck's point of view.
(1) Use in and use out.
(1) the formation of anteater muzzle and mouth features: the anteater muzzle is long and pointed, the mouth is tubular, and the tongue can be retracted and rich in mucus is the result of its long-term reach into the soil hole to lick ants.
(2) the formation of the mole ear and eye features: the result of the organs are not used for a long time.
(2) Acquired inheritance.
(1) the formation of superbugs: people often use antibiotics to change the living environment of bacteria, bacteria undergo directional mutation, and gradually accumulated and inherited, thus evolving into superbugs.
② Giraffes have long necks: after the degradation of grasslands, giraffes could only consume leaves from high places. The frequent use of the neck led to longer and longer necks, and the trait of long necks was passed on to the offspring.
2. Environmentally induced changes in traits are not necessarily passed on to offspring, but only when the environment changes the genetic material and thus the trait.
[Summarize]
1. Lamarckian theory of evolution:
(1) Use in, use out: every animal that has not reached its limit of development, any of its organs, if used continuously, will gradually strengthen and develop. On the contrary, any organ that is not used regularly will gradually weaken and its function will diminish, finally leading to the degeneration or disappearance of the organ.
(2) Acquired genetics: Under the influence of environmental conditions, an animal's frequent use of a certain organ or frequent non-use of a certain organ results in the development of a certain organ or the loss of a certain organ, and this variation can be inherited through reproduction to the offspring.
2. Lamarck's theory of evolution, "use in, use out" and "acquired inheritance" has limitations. He overemphasized that changes in the environment directly lead to changes in species. In fact, if environmental changes do not cause changes in the genetic material, there will be no heritable variation in organisms.
[***Research Inquiry]
According to the diagram, combined with the content of the textbook, answer the following questions:
1. The content of the doctrine of natural selection
(1) The direct object of natural selection is the traits (expression) of organisms.
(2) It is the natural environment in which an individual lives that selects for variation in organisms.
(3) Struggle for survival
① Types: including the struggle between organisms, the struggle between organisms and the inorganic environment.
② Significance: the struggle for survival is detrimental to the survival of some individuals of organisms, but it is favorable to the survival of the species and can promote the evolution of organisms.
③ Reasons: overpopulation, limited living resources.
(4) The result of natural selection: survival of the fittest and elimination of the unfit.
(5) Figure B shows that biological variation is undirected and natural selection is directed.
2. Relationship between the four elements of the doctrine of natural selection
(1) Overpopulation provides more raw material for natural selection and intensifies the struggle for survival.
(2) Biological evolution is realized through the struggle for survival, and the struggle for survival is the driving force of biological evolution.
(3) Biological variation is not directional, individuals with favorable variations are likely to win the struggle for survival and survive, and favorable variations can be accumulated and strengthened through heredity to produce new types of adaptation to the environment.
(4) The survival of the fittest is the result of natural selection.
3. Please use Darwin's theory of natural selection to explain the formation of the giraffe
Hints: the giraffe produces more offspring than the ability of the environment to withstand (overpopulation), resulting in the existing food can not satisfy the needs of all individuals (the struggle for survival), and because of the differences in the length of the neck and neck between the individuals (genetic variation), the long neck can eat leaves and survive. Because of the difference between individuals with long and short necks (genetic variation), those with long necks can eat leaves and survive, while those with short necks are eliminated because they cannot eat leaves. The genes controlling the long neck accumulated over generations and eventually evolved into the giraffe.
4. Darwin believed that the key to biological evolution was natural selection
[Summarize]
1. , struggle for survival, genetic variation and survival of the fittest.
(2) Illustration of relationship:
2. Comparison of Darwin's Doctrine of Natural Selection and Lamarck's Doctrine of Evolution
Darwin's Doctrine of Natural Selection Lamarck's Doctrine of Evolution.
Distinctions Variation Variation is undirected and was already there, neither the environment nor the will of the organisms can determine the direction of biological variation Variation is directed, the environment and the will of the animals can determine the direction of variation.
Adaptation to the environment favors variation → survival of the fittest.
Unfavorable variation → the unfit are eliminated Variation determined by the environment and the animal's will is adapted to the environment.
Direction of evolution Natural selection determines that organisms determine themselves.
The connection recognizes that organisms were not created by God, but evolved from older organisms, i.e., from simple to complex, from lower to higher, and all as a result of "gradual" change.
Easy to confuse
(1) natural selection and variation are not necessarily in the same direction, variation provides material for natural selection, variation is undirected, natural selection is directed.
(2) Darwinian evolution takes individual organisms as the object of study.
Su Zue version of the eighth grade next book of biology lesson plan template (3)
Characteristics of living things
Teacher's message: there is life, it is wonderful!
Learning Objectives:
Knowledge Objectives: 1. Initial understanding of living things; 2. Distinguish between living things and non-living things; 3. Name the characteristics of living things.
Ability Goal: To cultivate students' observation, differentiation ability and divergent thinking ability through active participation in discussions.
Emotional Objective: Through the discussion of "the life phenomenon of living things", students can cultivate the good quality of loving nature and caring for living things.
Learning Focus: The ****same characteristics of living things.
Learning Difficulties: The significance of the characteristics of living things to their lives.
Learning process:
I. Pre-class preview
Scientific observation can be done directly with __________ or with the help of instruments such as _________ and __________, or with __________ and other tools, and sometimes ___________________.
II. Introducing New Lessons
Students: you must know many of these organisms. So, what organisms are in our classroom? Please discuss in groups and show the results of the observations before class.
III. Cooperative Inquiry
(a) Explain through the answers of the groups that in order to distinguish living and non-living things, we must first learn to observe. Read page P2 of the textbook to answer the following questions:
The following statements about scientific observation are incorrect ( )
A. Scientific observation is a basic method of scientific inquiry
B. Scientific observation must be carried out with the help of the relevant appliances
C. Observations should be comprehensive, detailed and factual is, and recorded in a timely manner
D. When observing, think positively and ask more why
(B) Read pages P2-P5 of the textbook and explore the following questions:
1. Fill in the diagram below to recognize the basic characteristics of living things.
2. Observe the slide show on animal subjects and the potted plants in the classroom, and discuss them in the context of the illustrations on page 1 of the textbook:
(1) What are the similarities and differences in the acquisition of nutrients by plants and animals?
(2) Humans, like other organisms, need to inhale __________ and exhale _______________ to breathe.
(3) What are some of the ways that animals and humans get rid of waste products from their bodies?
(4) What does the illustration on page 5 of the textbook show?
Fourth, expand innovation
1, in addition to the textbook, you know what other characteristics of living things? See which group says it well
2. The following are some of the life phenomena of cats and rats, please analyze and explain what kind of basic characteristics of living things each of them belongs to
(1) The kitten grows into a big cat belongs to .
(2) A cat giving birth to kittens is .
(3) A cat giving birth to a cat and a rat giving birth to a rat are .
(4) The phenomenon of a litter containing white, black and calico cats is .
(5) The phenomenon of a mouse hearing a cat's call and immediately hiding in a hole is .
V. Returning to the sea to pick up shells
Six, up to the standard test
1. The following phenomenon in the object belongs to the living things are ......... .............................. ............... ()
A. Robots playing the piano B. Magma spewing out of a volcano during an eruption
C. Stalactites growing slowly D. Buns growing " white hairs"
2.Petunias open early in the morning and close in the evening, a phenomenon that shows that living things have ( ) characteristics .................. ...( )
A. needs nutrition B. breathes C. responds to external stimuli D. grows and reproduces
3. "Away from the grass on the original, a year and a year to wither and flourish", this phenomenon of life illustrates the organisms have which characteristics... ......... ( )
A. respiration B. elimination of body wastes C. response to stimuli D. growth and reproduction
4. The following are the same characteristics of organisms*** ...... .............................. ........................... ( )
A. all are capable of movement B. all can breathe C. all have cellular structure D. all live in water
5. Scientists follow and photograph the natural activity condition of honeybee colonies, and this research method belongs to ( )
A. Experimental method B. Observation method C. Investigation method D. Classification method
6. Name the organisms and inanimate organisms in the famous song "Autumn Thoughts" by the famous prose composer of the Yuan Dynasty, Ma Zhiyuan. (With "Autumn Thoughts": Old trees with withered vines and dusky crows, small bridges and flowing rivers, thin horses in the west wind of the old road. The sun is setting in the west, and the broken hearted people are at the end of the world.)
The living things in the song are:
The non-living things in the song are:
7. Connect the associated contents in the left and right columns with a line segment.
Animals feed Stress
Whales spout a column of water Nutrition
Sunflowers face the sun Reproduction
Plants blossom and grow Growth
The human body sweats Excretion
Mushrooms grow up from a small Heredity
Children resemble their mothers Breathing
Seven, Learning Insights
Su Zue version of the eighth grade next book of biology lesson plan template (four)a , the analysis of the learning situation
The object of this lesson is the students, after two years of biology, the students have already stocked a lot of knowledge of biology, with a certain degree of biological foundation. This lesson is mainly about the important role of enzymes in biological metabolism and its physiological properties, the textbook on the nature and properties of enzymes to focus on. This chapter of this lesson is the sophomore biology textbook of the important and difficult content. All life phenomena in nature are related to enzyme activities. In this chapter through the exploration and verification of enzyme properties of the teaching process, to cultivate students to establish a scientific method of thinking and research spirit.
First of all, before this lesson, students already know and understand the development of enzymes, properties, and functions. These are closely related to the next enzyme properties. It also provides a certain degree of feedback on the quality of the previous lesson and the students' mastery. And as a guide for the next teaching. Secondly, students may have come into contact with common things in life, such as enzyme-enriched laundry detergent, so they will have a lot of questions: what type of enzyme is added to enzyme-enriched laundry detergent? How do enzymes work in laundry detergents? What do I need to be aware of when using enzyme-enriched laundry detergent? and so on. In this way, on the one hand, students will form unintentional attention, to a certain extent, to enhance the desire to learn, the learning effect is also greatly improved. On the other hand, teachers can also start from this aspect, collect information, increase the amount of information, and active classroom atmosphere. Furthermore, the introduction of the production of enzyme applications, to a certain extent, broaden the horizons of the students, so that the students feel that biology for them, not just an abstract so-and-so technology, so-and-so discovery, so-and-so scientists, etc., but close to daily life, very common things, they will have this idea: "If I mastered this, then I am not the equivalent of the enviable scientist?" In this way, it also stimulates their desire to learn to a certain extent. Also for the future choice of career one more choice.
Second, teaching content analysis
1, the knowledge structure of this lesson:
In this lesson, I intend to first review the content of the previous lesson: the nature of the enzyme, the role. Then ask everyone a question: "life you meet enzyme?" Secondly, show you several pictures of enzyme's application in life, watch your reaction and try to summarize. Further, just use a few cases to illustrate one by one what properties enzymes have.
2. Biological concepts in this lesson:
1. Properties of enzymes: enzymes in particular have. Distinctive properties.
2. Enzyme specificity: enzymes have strict selectivity for the substrate they act on. An enzyme can only act on a substance, or a class of substances with similar molecular structure, to promote a certain chemical reaction, resulting in a certain reaction product.
3, the high efficiency of the enzyme: compared with inorganic catalysts, the enzyme has a high efficiency catalytic ability.
4. Enzyme's mild conditions: The chemical reaction catalyzed by enzyme is usually carried out under mild conditions, which is represented by temperature and acidity/alkalinity.
Third, the motivation to learn to arouse and maintain
1, by asking some seemingly unrelated to the study, in fact, there is a great mystery of the problem. For example: "What brand of laundry detergent do you use? How are your favorite jeans made?" Of course, with so many answers, the teacher has to circle back to the topic.
2. Show some pictures that can attract attention, such as bread, beer. Also can cause their unintentional attention, also can stimulate their intentional after attention and so on. In order to achieve active classroom atmosphere, improve learning efficiency,
3, the teacher's language of course, should also be adjusted appropriately, try to use close to the students, but without losing the professional language. Also a certain degree of attention.
4, you can try to assign students to go to the information about the enzyme, and synthesize the report to show.
Fourth, the implementation of the curriculum objectives
The high school biology curriculum content to be achieved in this lesson is:
Chapter 5: Cellular Energy Supply and Utilization Section 1: Enzymes to Reduce the Activation Energy of Chemical Reactions II, Properties of Enzymes
Specific content standards
Activity Suggestions
Case study: the properties of enzymes
Collect the application of enzymes in life and production, and analyze which properties of enzymes are used, and then synthesize the summary, and then report.
Su Jiao version of the eighth grade next book of biology lesson plan model template (five)Teaching materials analysis
(1) the content of the textbook, the status
"The role of microorganisms in the biosphere" is the North Shidai version of the eighth grade biology book, chapter 18 "microorganisms in the biosphere " in the first subsection of the content of this section includes three aspects: 1, the characteristics of microorganisms; 2, the types of microorganisms; 3, the life of microorganisms.
In junior high school biology, this section is the first lesson for students to understand microorganisms, which is not independently embodied in the curriculum standards, but has a close connection with the content of future lectures, especially for the ten themes of Biotechnology, there is a kind of foundational role.
(2) Teaching Objectives
Knowledge Objectives
1. briefly describe what microorganisms are, and list the types of common microorganisms;
2. summarize the life of microorganisms and their roles in the biosphere;
3. explore whether microorganisms are present in our surroundings.
Ability Objectives
Through students' extracurricular inquiry activities and collection of relevant information, to cultivate students' inquiry ability and teamwork spirit, the ability to collect and process information; through allowing students to speak in class, to improve the students' ability of verbal expression and exchange of information, generalization and summarization, which is
< strong> Emotional Objectives
Enhance students' attention to social events, learn to dialectically analyze things, see the problem of
(3) Teaching Key Points and Difficulties
Teaching Key Points
1. Microorganisms and their types
2. Metabolism of microorganisms Types, reproduction characteristics
3. the role of microorganisms in the biosphere
Teaching Difficulties
1. explore whether there are microorganisms around us
2. microorganisms metabolism and their role in the biosphere
Su Teaching Version of the eighth grade next book of biology lesson plan model template (six)I. Gene mutation
1. Concept: the replacement, addition, deletion of base pairs in the DNA molecule occurs, which causes a change in the structure of the gene.
2. Time: mainly occurs in the interphase of mitosis and interphase before the first meiotic division.
3. Causes external physical factors: such as ultraviolet light, X-rays, etc. chemical factors: such as nitrous acid, base analogues, etc. biological factors: some viruses, etc. internal DNA molecular replication occasional errors in the composition of the bases of the DNA changed
4. Characteristics of the universality: prevalent in the biological world randomness: can occur in the development of living organisms at any time and part of the non-directed Low frequency: in the natural state, the frequency of mutation is very low
5. Significance
(1) The pathway for the generation of new genes.
(2) The fundamental source of biological variation.
(3) The raw material of biological evolution.
6. Example - Sickle cell anemia: the patient's red blood cells change from the normal slightly concave central pancake shape to a curved sickle shape, which is prone to red blood cell rupture, causing the person to suffer from hemolytic anemia.
II. Genetic recombination
1. Concept: In the process of sexual reproduction in organisms, the recombination of genes that control different traits.
2. Comparison of types
Type of period of occurrence of the range of occurrence
Free combination of non-alleles on the non-homologous chromosomes in the late stage of the first meiotic division
Cross-reciprocal exchange of alleles on the homologous chromosomes during the tetrad period of the first meiotic division with the exchange of the non-sister chromatids
3. Significance: genetic Recombination is one of the sources of biological variation and is important for biological evolution.
Key Focus
1. What causes sickle cell anemia to develop?
2. What are the causes of genetic mutations?
3. What are the characteristics of gene mutations?
4. What is the importance of gene mutation and gene recombination?