Teaching content and textbook P 14—P 15

Teaching objectives

Process and method 1. Put forward questions about sericulture. 2. Observe silkworm eggs and ants. 3. Be able to describe silkworm eggs and ants with words and pictures. 4. The length of the ant silkworm can be measured and recorded quantitatively.

Scientific knowledge 1, know the basic methods and precautions of sericulture. I know that silkworm eggs can hatch larvae, and the newly hatched young silkworm is called ant silkworm.

Emotion, attitude, values 1, and initially realized the magic and greatness of life. 2. Pay attention to life, be close to life and cherish life.

The focus of teaching is the basic methods and precautions of sericulture.

Difficulties in teaching Know the basic methods and precautions of sericulture.

Teaching law, observing, talking, group learning,

Prepare silkworm eggs, ants, magnifying glasses, feathers and pictures for teaching.

Class arrangement 1 class hour

Comments on teaching process

First, the introduction of new courses.

1, the teacher shows a piece of silk and says: What is this material? What is silk made of? (Silk) Where does silk come from? (Silkworm vomits)

2. Q: Have you ever raised silkworms?

3. Talk: Today, let's learn and communicate how to raise silkworms.

Second, learn new lessons.

1, dialogue between teachers and students

(1), Question: What do you want to know most about sericulture?

(2) Discussion: Silkworms, like us, have precious lives. So what preparations should silkworm babies make before they are born? What can I do to be a competent "silkworm mother"? (Guide students to consider silkworm babies from the aspects of food, shelter, breathing, health care and safety)

Comments on teaching process

(3) Question: What other questions need to be studied?

2. Know the silkworm eggs.

(1), carefully observe the silkworm eggs (prompt to measure the diameter with a ruler and observe the shape of the silkworm eggs with a magnifying glass) (remind the silkworm eggs that they are alive and should be handled with care) (2), inspire students to observe the silkworm eggs with multiple senses and describe them in the form of language or pictures.

(3) Talk: Record the process of observing the silkworm baby just now and become the first diary of the silkworm baby.

3. Do you know ant silkworm?

(1), Question: What are newly hatched silkworms like?

(2), page 19 of the book) What do you think of silkworms at this time? Do you know the name of the silkworm at this time?

(3) Observe the ants in groups (or watch pictures or audio-visual materials about them) (4) Describe the ants in words.

(5) Students who have raised silkworms introduce interesting stories about ant silkworms.

Third, summary.

1, Discussion: What method is used to record the growth process of silkworm babies? Inspire students to record the growth of silkworm babies through portraits, photos, videos and written records.

2. Talk: Encourage students to keep diaries for silkworm babies.

Lesson 2.2 Keep a diary for the silkworm baby.

Textbook content p 16-P20

Teaching objectives

Process and method 1. Learn to raise silkworms. 2. Be able to observe and describe the growth and changes of silkworm for a long time. 3. Be able to predict, compare and discuss the appearance changes of silkworms during the whole growth period. 4, can observe the results through pictures and text exchange. 5. Be able to explore your interest in silkworms independently.

Scientific knowledge 1, knowing that larvae need food, air, space and other necessary conditions for life and growth. 2. Know that larvae form pupae and silkworm moths emerge from pupae. 3. Knowing that adult silkworms, silkworm moths will not eat or grow up after they hatch from pupae. 4. It is known that after mating between male and female silkworm moths, female silkworm moths lay eggs and the eggs hatch into the next generation larvae.

Emotion, attitude and values 1, and further feel the magic and greatness of life. 2. Pay more attention to life, be close to life and cherish life. 3. Cherish the scientific information collected during the whole sericulture period. 4. Experience the fun of raising and learning silkworms. 5. Develop a scientific attitude of sticking to sericulture.

Teaching focuses on understanding the growth and changes of silkworms at various stages.

Difficulties in teaching cultivate a scientific attitude of adhering to sericulture activities to the end.

Teaching law, observing, talking, group learning,

Teaching preparation: teaching CD of silkworm growth process, silkworm life specimen.

Class arrangement 1 class hour

teaching process

Dialogue in the new lesson: How is your silkworm baby? We should keep a diary of their growth while raising silkworm babies. (blackboard writing topic)

Second, learn new lessons.

1, communication observation record

(1) Understand what the silkworm baby eats: What does the silkworm baby eat? If there were no mulberry leaves, what would you use instead?

(2) Experiment: Compare which is better for silkworms to eat mulberry leaves or lettuce leaves. Arrange students to carry out this experiment in advance.

(3) Talk about how silkworms molt: After a period of growth, silkworms don't eat or drink for several days. Do you know what is going on? Please tell the students: how to molt, where to start molting and how many times to molt in your life? What changes do silkworm babies have after molting?

(4) Understanding the dialogue of silkworm spinning: After four molts, the silkworm begins to spin silk. Have you seen it?

(5) Observe cocoons and pupae. What is a cocoon like? Weigh a cocoon? Measure the length and width of cocoon. Cut a cocoon and observe it, then touch it with your hand.

(6) Observation and discussion of silkworm moth: Can the cut cocoon live? (Make observation records. (7) Question: What happened to the cocoon a few days later?

(8) Students introduce silkworm moths and spawning.

(9) Emphasize that several pupae can be put together to ensure successful mating.

2. Summarize the silkworm's life.

(1) How many stages can a silkworm's life be divided into?

(2) Summarize and write on the blackboard. Third, assign homework, write an observation diary and communicate over time.

Design on the blackboard II. Keep a diary for silkworm baby-silkworm chrysalis-silkworm moth (larva) (adult)

Lesson 2.3 Let's spin silk.

Textbook content p2 1-p22

Teaching objectives

Process and method 1. Learn to understand the history of sericulture and silk reeling in China and its contribution to mankind through various ways. 2. Learn the basic methods of drawing silk and master the general techniques of drawing silk. 3. Measure the length of silk.

Scientific knowledge 1. Understand the history of sericulture and silk reeling in China and its contribution to the human clothing industry. 2. Learn the method of reeling.

Emotion, values, experience 1, and feel the miracle created by life. 2. Proud of the splendid ancient sericulture civilization of the motherland.

Teaching focuses on guiding students to learn the method of reeling.

Teaching difficulties guide students to learn reeling methods.

Teaching law, observing, talking, group learning,

Teaching preparation 1, pictures (courseware) about sericulture and silk products. 2. Experimental equipment: cocoon, cooking broom, small sink, small pot, baking soda, rolling plate and ruler. 3. Students collect information about mulberry planting, sericulture and silk reeling.

Class arrangement 1 class hour

teaching process

First, the introduction of new courses.

1. Appreciate the teacher's projection of the silk fabric courseware and the students' appreciation.

2. Student show. Using the physical booth, students show their fabrics.

3. Exposure: We know that beautiful and elegant silk fabrics are made of silk, so how can we get silk?

Second, learn new lessons.

1, to guide students to understand the history of sericulture and reeling in China.

(1) Problem In ancient times, only China was a country that planted mulberry and sericulture. Do you know the legend and history of sericulture and reeling in China?

(2) Communicate with students in the group. First, communicate the relevant materials collected before class in the group, and then cut and paste them into learning tabloids.

(3) Collective communication

(4) Summarize the teacher's comments on the communication results of each group, indicating that gorgeous silk fabrics are made of silk.

2. Instruct students to carry out the rotation activities.

Dialogue (1) Through the study of the first two lessons in this unit, we know that silkworms spin silk into cocoons, and how cocoons are processed into silk.

② Read the text on page 26.

(3) Discussion materials, activity steps, group division of labor, result prediction, matters needing attention, etc.

(4) firstly, the silk disorder on the surface of silkworm cocoon is removed by alternating silk drawing method. Then soak the cocoon in boiling water for 10- 15 minutes, add the prepared baking soda and gently stir it with a kitchen broom to find out the silk head, and then rotate, measure and wind it on the wire board. Finally, record the measurement results.

(5) Teachers lead students to carry out group activities.

(6) Report the measurement results

(7) Teachers and students concluded that silk is the longest natural animal protein fiber, up to 3000 meters long, and it is an advanced textile raw material, so it is called "the queen of fiber".

Third, consolidate the summary.

1, discussing:

(1) What is the history of sericulture and silk reeling in China, and what is its contribution to the human clothing industry? (2) How do you know?

2. Tell me about the method of drawing silk. What do you think is the key of silk drawing technology? Fourth, homework

1. When is the best time to explore reeling after class?

2, access to information: other uses of silkworms and silk.

Attached activity record form: silk painting activity class record form

Group Year Month Day Activity Materials Activity Steps Activity Division Precautions Results Forecast Actual Length (m)

Lesson 2.4 theme sericulture experience exchange meeting

Textbook content P23—P24

Teaching objectives

Process and method: 1, discussing the changes of silkworm life; 2. Be able to organize, express and exchange observation results through pictures and words.

Knowledge and skills: 1, knowing that silkworms and other insects will undergo metamorphosis all their lives; 2. Understand the appearance characteristics of insects.

Emotion, attitude and values: 1, cherish the scientific information of the whole sericulture period; 2. Experience the fun of raising and learning silkworms; 3. Be proud of the achievements of long-term observation and research; 4, can correctly look at the relationship between insects and humans.

The focus of teaching is to exchange experiences in sericulture and understand the lifelong changes of silkworms and other insects.

Difficulties in teaching can be sorted out and analyzed by your own sericulture records.

Teaching law, observing, talking, group learning,

Teaching preparation teacher: Specimens, pictures or videos about the life of silkworms and other insects. Student: All kinds of sericulture records.

Class arrangement 1 class hour

teaching process

New lesson introduction: Students, after more than a month's efforts, what have your silkworm babies become? You must have gained a lot and accumulated a lot of experience during this period, right? Today we are going to hold an exchange meeting on sericulture experience.

Second, learn new lessons.

1.* * * The life course of the same silkworm.

(1) Question: After raising silkworms for more than a month, you must have found many interesting phenomena. Who can tell you what has happened to silkworms? (2) Students look through the records of their observation activities and discuss in groups.

(3) Through the communication between teachers and students, sericulture was discovered.

(4) Teachers focus on recording students' findings.

(5) Discussion: Through your sericulture activities during this period, how many changes have you found in silkworm life?

2. Instruct students to draw the life of silkworms.

(1) Talk: We know that the life of silkworms has undergone many changes. In the process of sericulture, many of our classmates also keep a diary of sericulture. So who can explain the changes of silkworm life simply and clearly?

(2) Read the 28-page picture. How is it recorded in the book?

(3) Discussion: What other aspects can you explain the silkworm's life? (4) Students discuss in groups.

(5) Students should draw a picture of silkworm life and indicate which stage is more representative.

(6) Show students creative recording forms.

3. Compare the similarities and differences between silkworm moths and butterflies, and point out the formation of the concept of insects.

(1) Talk: During the period when we raised silkworms, some students in the whole class finished their whole lives of silkworms and found many things, but some students did not raise silkworms completely. Who can talk about some experiences of raising silkworms during this period?

(2) Students can discuss and report freely.

(3) Explanation: We found that the most interesting thing about raising silkworms is that they can form cocoons, which is completely different from before. This process of change is scientifically called "metamorphosis".

(4) Question: Which other animals have you seen such changes?

(5) Compare the pictures on page 28 of the book and tell me what has happened to the butterfly's life.

(6) Discussion: The lives of silkworms and butterflies are very similar. What are the similarities and differences between silkworms and butterflies?

(7) Group discussion and comparison.

(8) According to the students' comparison of silkworm moths and butterflies, summarize the characteristics of insects and form the concept of insects.

Third, consolidate the application to show pictures of various insects and judge: which insects belong to insects? Tell me why.

Fourth, assign homework: access to information: What is the impact of insects on human beings?

Attached book design: 4. Exchange of sericulture experience egg-silkworm-pupa-silkworm moth (larva) (adult)