1. Let students know that plant life needs certain environmental conditions.

2. Ask students to learn to explain the comparative experiment of "the life of plants needs certain conditions" and cultivate students' ability to identify the causal relationship of things by difference method.

3. Infiltrate the scientific view of nature-let students realize that natural things are interrelated.

Second, preparation before class

Teacher preparation

1. Select two pots of mung bean seedlings with the same growth conditions, and cover the second pot tightly with a paper box. Put two pots of bean sprouts in a sunny place and water them once a day. This experiment should be prepared five days before this class. )

2. Put mung bean sprouts with the same growth conditions into flowerpot A, flowerpot B and flowerpot C respectively, and put them in sunny places. Pot A is not watered, pot B is properly watered and pot C is watered more. (This experiment should be prepared 10 days before this class. )

3. Flip charts or slides-plants in deserts, plants in ponds and plants in tropical forests.

Third, the teaching process

Introduce a new course

1. Question:

(l) What are the living conditions of animals?

(2) What environment is suitable for frogs to live in? What environment do owls live in?

2. Narrator: Today, we will learn about the relationship between plants and the environment. (blackboard writing topic)

Learn new lessons

1. Guide students to understand that plants must live in a certain environment.

Show wall charts, slides or view illustrations in textbooks.

(2) ask questions:

① Where do citrus trees grow? Where do apple trees grow (South China)? Are there any citrus trees in the north? Are there any apple trees in the south? What are the differences in natural conditions between the north and the south of China?

② Where does the cactus grow? (Desert) Where does the lotus grow? Can you plant cactus in water and lotus in desert? What is the difference between desert and natural environment of ponds, rivers and lakes?

(3) Where does the Chinese rose grow? (Xiangyang) Where does Hosta grow well? What's the difference between the natural environment of these two places?

(3) Discussion: What do these facts show?

(4) Teacher's summary: According to the above discussion, we know that all kinds of plants must live in a certain environment. The living environment of plants includes sunlight, temperature and moisture.

2. Guide students to know what kind of environmental conditions are needed for mung bean growth.

(1) Narrator: Sunlight, temperature and moisture are the environmental conditions that plants need, but the requirements of various plants for sunlight, temperature and moisture are not exactly the same. For example, some plants like light, while others like shade; Some plants like water, while others like drying; Some plants like warmth, while others like cold.

(2) Discussion: According to your experience, what kind of environmental conditions do mung beans need? Does it need sunshine? What is the demand for water?

(3) Experiment L-Does the growth of mung beans need sunlight?

① Discussion: What can I do to find out whether the growth of mung beans needs sunshine? (Experiment) How to experiment?

② Read [Experiment 1] to clarify the experimental device and operation method.

③ Discussion:

What kind of experimental method is this? (Comparative experiment) What conditions are the same in this comparative experiment? What are the conditions for comparison? (with and without light)

If mung beans need sunlight to grow, what will be the experimental result? (Unbuttoned cartons grow well, unbuttoned cartons grow badly, or even die. If mung beans don't need sunlight to grow, what will be the experimental result? (Contrary to previous experimental results)

④ Show this group of experiments prepared by the teacher before class. (Don't open the box with B button before the next observation. )

⑤ Observation: This is an experiment prepared by the teacher five days ago. The experimental method is the same as that discussed by everyone just now. Please observe below, what is the difference between the growth of two pots of bean seedlings? The mung beans in the pot grow well and are green and strong. B Pots of mung beans don't grow well, maybe a little taller, but they are not strong, yellow and slender, and may wither. )

⑥ Discussion: The above experiments show that mung beans are suitable for living in what environment?

⑦ Summary: Mung beans are suitable for growing in sunny environment.

(4) Experiment 2- Relationship between Mung Bean Growth and Water

① Discussion: How to find out how much water is needed for mung bean growth and how to experiment?

② Read [Experiment 2] to clarify the experimental device and operation method.

③ Discussion:

What kind of experimental method is this? What conditions are the same in this comparative experiment? What are the conditions for comparison? Less water, more water, etc. )

If mung beans are suitable for growing in an environment with little water, what will be the experimental results? If mung beans are suitable for growing in an environment with moderate water content, what will be the experimental results? If mung beans are suitable for growing in a water-rich environment, what will be the experimental results?

④ Show this group of experiments prepared by the teacher before class.

⑤ Observation: This is an experiment prepared by the teacher before class, and the experimental method is the same as that discussed by everyone just now. Please observe the growth of three pots of mung bean seedlings.

⑥ Discussion: The above experiments show that mung beans are suitable for living in what environment?

⑦ Summary: Mung beans are suitable for living in an environment with moderate moisture.

(5) Question: Through the above research, do you know what kind of environment mung beans are suitable for growth?

(6) Summary: Mung beans are suitable for growing in an environment with abundant sunshine and moderate moisture.

(7) Guide students to fill in the conclusion of this question.

3. Guide students to know that different plants live in different environments.

(1) Explanation: Because all kinds of plants need a certain living environment, different plants grow in different environments.

(2) Show wall charts or slides-plants in the desert.

(3) ask questions:

What is the natural environment in the picture? What are the characteristics of the natural environment in the desert? (Drought, lack of rain)

② What are the unique plants in the desert? (cactus, camel thorn and other drought-tolerant plants)

(4) Show wall charts or slides-plants in the pond.

(5) ask questions:

What is the natural environment in the picture? What are the characteristics of the natural environment of the pond? (More water)

② What unique plants are growing in the pond? (Hydrophilic plants such as lotus, aquatic plants and duckweed)

(6) Show wall charts or slides-tropical forests.

What is the natural environment in the picture? What are the characteristics of the natural environment of tropical forests? (Hot and rainy)

② What are the characteristics of plant growth in tropical forests? (tall, dense and long green)

(8) Look at the illustrations in the textbook-the plants in the swamp.

(9) ask questions:

What is the natural environment in the picture? What are the characteristics of the natural environment in the swamp? (muddy water)

(2) what plants grow in the swamp? (mostly water-loving grass)

Integrate applications

1. The teacher briefly summarized the teaching content of this lesson.

Ask questions:

(1) What environmental conditions do plants need?

(2) For example, various plants must live in a certain environment.

arrange work

Experiment: Choose a flower or weed. Through experimental research, is it suitable to live in sand or clay?

Fourth, teaching reflection.

In the teaching of this class, I broke the limitations of textbooks, did not stick to the 40-minute class time, and made more adequate preparations before class, mainly to help students obtain factual information and accumulate life experience, thus educating students to respect facts and develop the habit of being good at observation. Of course, it is far from enough to learn science only by observation, but also by hands. So I plant mung beans with my students and do experiments on mung bean growth, so that students can experience the process of learning science and experience the fun of learning science. This process is also a scientific discovery process from individual to general inductive reasoning, which is conducive to cultivating students' thinking quality, and students' gains can be imagined.

In teaching, students can leave their seats to learn from each other and even explore outside the classroom. Such as "what do I see", "looking for small animals" and other animal and plant topics, take students out of the classroom, let them devote themselves to nature and have the same fun as scientists. Prepare sufficient materials: materials are the guarantee for students to carry out independent inquiry. Rich and structured inquiry materials can effectively stimulate students' desire for inquiry and provide necessary conditions for students to design various inquiry schemes from different angles. The concept of "big textbooks" should be established in science class, including not only textbooks and teachers' books, but also students' folders, materials, toolboxes and picture libraries. Materials can be obtained through various channels. Teachers should prepare materials that are difficult for students to obtain, such as instruments and equipment, video materials, etc. , or prepare the required information and information sources for students. Teachers should leave room for choice when preparing materials for students, and can take the form of "subsidized meals" to let students use them selectively, which is conducive to the cultivation of students' practical ability and creative ability.

In addition, attaching importance to students' participation in the compilation of inquiry teaching materials and collecting relevant materials before class can not only cultivate students' ability to collect and process information, but also accumulate rich perceptual foundation for inquiry activities. Science textbooks create many opportunities for students to collect materials before class, such as collecting all kinds of leaves, catching snails, locusts, ants and other small animals, and collecting all kinds of liquids, household items, rice and other physical objects. Through students' participation in the preparation of inquiry materials, it not only enriches the shortage of inquiry materials and lays the foundation for inquiry activities, but also exercises students' hands-on ability and enhances their participation consciousness. To sum up, in primary school science teaching, we should adopt the mode of independent inquiry, start with the creation of inquiry situations, create a harmonious classroom atmosphere, leave students with time and space for independent inquiry, and finally develop students' scientific literacy.

Verb (abbreviation of verb) reference materials

1. The relationship between plants and sunlight

Different kinds of plants have different requirements for light intensity. Some plants grow well in strong light and not well in weak light, such as pine, fir and willow. Some plants grow well in the dark under dense forests, but not well under strong light, such as ginseng, notoginseng and ferns.

2. The relationship between plants and temperature

The distribution of plants is closely related to temperature. Due to the limitation of high temperature, apples and pears can't be planted in tropical areas. Citrus is restricted by low temperature and cannot be planted in the north. The same is true of the vertical distribution of plants. For example, in the Yangtze river basin, Pinus massoniana is distributed below the altitude of1000 m ~1200 m. Beyond this limit, it is replaced by Huangshan pine.

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