英语翻译一、导入新课 1．我们的大自然给予我们绿色的植物,你知道这些植物依靠什么生存?2．我们今天来研究有关土壤的知识.二、自主学习 1．说说你对土壤的认识.（1）你对土壤已经知道

英语翻译一、导入新课 1．我们的大自然给予我们绿色的植物,你知道这些植物依靠什么生存?2．我们今天来研究有关土壤的知识.二、自主学习 1．说说你对土壤的认识.（1）你对土壤已经知道
英语翻译
一、导入新课
1．我们的大自然给予我们绿色的植物,你知道这些植物依靠什么生存?
2．我们今天来研究有关土壤的知识.
二、自主学习
1．说说你对土壤的认识.
（1）你对土壤已经知道了些什么?
（2）小组内交流、分组汇报.
（3）在活动记录卡上记录你已经知道的有关土壤的知识.
2．土壤是混合物吗?怎么验证?
（1）在桌上铺上报纸,把泥土（教师预先准备的多种泥土,写明泥土的产地,并标明编号）倒在报纸上,仔细观察泥土里有什么.哪些是你已经知道的?你最惊奇的发现是什么?你有什么猜想?你准备怎么验证?
发现的问题：土壤的颜色不同；土壤有不同的成分；土壤中有塑料一类的杂物……
（2）小组内问题进行深入研究,怎么来验证自己的观察.
（3）小组间交流、汇报.
（4）在活动记录卡上记下或画下你的观察结果,验证方法.
（5）在下节课中我们来根据你们观察以及猜想进行验证.
三、课后研究
你还想知道有关土壤的什么知识?
（1）你还想知道些什么?
（2）小组内交流.
（3）在活动记录卡上记下或画下你想知道的问题.
（4）花一定的时间去自主研究一下你们提出的问题,把研究结果记录下来.
教学反思
第 周 星期
2006年 月 日
课 题 了解空气
教学目标 科学探究：引领学生经历运用感官或借助其他介质观察与探究空气的过程,让他们充分感知空气.
情感、态度与价值观：通过生动有趣的活动,激发学生强烈的好奇心与积极的探究欲,并愿意把自己对空气的感知、认识与同学们交流分享.
科学知识：初步知道空气是一种无色、无味、透明的气体,知道空气是实实在在存在的,空气要占据空间.
重 点 空气的存在、流动以及空气占据着空间
难 点 对实验结果进行分析,得出结论的能力
教 具 教师用：水槽、气球、塑料袋、可乐瓶、三角漏斗、平底烧瓶、集气瓶等材料.
学生用（ 4人一组）：水槽、可乐瓶、气球、剪刀、铁钉、吸管等.
方 法
一、游戏导入、产生问题
1．课前先进行吹气球擂台赛.
2．邀请两位同学进行吹装在可乐瓶里的气球比赛.
3．看到装在可乐瓶内的气球吹不大.
4．然后引出问题,为什么装在可乐瓶内的气球吹不大?
二、自主合作、探究问题
（一）探究空气占据空间
1．学生讨论：为什么装在可乐瓶内的气球吹不大?（可乐瓶里充满着空气）
2．设计可乐瓶内有空气的实验设计.
3．小组交流后得出结论.空气占据瓶子里的空间.
4．学生观察用漏斗倒酱油的实验,进一步说明空气能占据空间.
（二）探究空气能够流动
1．教师问：现在老师要改变这三种现状：使气球在可乐瓶内吹大,纸在杯底内放入水中会湿,可乐也能顺利倒入另一只可乐瓶中你们说应该怎么做?应用什么办法,才能使这种现状发生变化.
2．学生讨论、并设计实验方案.教师提供相关材料.
3．小组汇报交流多种方法.
4．学生动手实验验证,教师进行适当指导.
三、总结
师：今天我们又了解空气的什么性质?（出示课题）
生：空气占据空间.（板书）
师：今天老师欣赏了大家许多赋予新意的实验设计之后,觉得你们真是能干极了 老师希望在今后的学习、生活中,小朋友们也要像今天那样不但要学习新知识,更要懂得把它们应用到生活、学习中,去解决一些小难题.做一个小小的设计师,

英语翻译一、导入新课 1．我们的大自然给予我们绿色的植物,你知道这些植物依靠什么生存?2．我们今天来研究有关土壤的知识.二、自主学习 1．说说你对土壤的认识.（1）你对土壤已经知道
The teaching process one, to sing for us
1. Our nature gives us the green plant, you know these plants survival depends on what?
2. Today we to study on soil knowledge.
Second, autonomous learning
1. You talk about the understanding of soil.
(1) you on soil already know what?
(2) team report in communication, grouping.
(3) in activities that you already know on the record about record of soil knowledge.
2. Soil is a mixture? How to validate?
(1) in the table on the shop, the earth newspaper the pre-prepared (teacher, giving the variety of clay soil and marked Numbers) producer, pour in the newspapers, observe carefully what the mud. What are you already know? Your most surprise found is what? What do you suppose? How are you going to verify?
The problems found: the color of the soil is different; Soil have different component; Soil have plastic kind of sundry...
(2) in groups discussed in depth, how to verify his observation.
(3) group exchanges, reporting.
(4) in activities under or draw down record of your observations, validation methods.
(5) in the next lesson we observed and guess according to your for verification.
Three, after-school study
You also want to know about what knowledge of the soil?
(1) what do you still want to know?
(2) in groups exchanges.
(3) track record in activities or paint you want to know.
(4) spend a certain amount of time to independent study your questions, the result is recorded.
Teaching reflection
The first week week
June 21, 2006
Lesson topic understand air
The teaching goal of science inquiry: lead students experience with other media use sensory or observing and explore the process of air, let them fully perception air.
Emotions, attitudes and values: through vivid and interesting activities and stimulate the students' intense curiosity and actively explore desire, and is willing to put himself on the air perception, cognition and the classmates exchange share.
Scientific knowledge: preliminary know air is a colorless, odorless, transparent gas, know air is a real existence, air to occupy the space.
The existence of heavy point air flow and air, occupy a space
Difficult point analysis of experimental results, draw the conclusion ability
Teach with teachers using: cistern, balloons, plastic bags, Coca-Cola bottles, triangle funnel, flat bottom flasks, set cylinders materials.
The student with (4 in one group) : cistern, Coca-Cola bottles, balloons, scissors, nails, straw, etc.
Square method
The teaching process a, game introduction, produces a problem
1. First class on blows balloons arena.
2. Invite two students to blow into coke bottle balloon race.
3. See into coke bottle is the balloon blow.
4. Then lead to the source of the problem, why into coke bottle balloon blow not big?
Second, voluntary cooperation, probing questions
(a) explore air occupy the space
1. Students discuss: why into coke bottle balloon blow not big? (coke bottle filled with air)
2. Design in the air coke bottle design of experiment.
3. Team concluded that communication. Air occupy the space in the bottle.
4. Students to observe the experiment with funnel pour soy sauce, further explained the air can occupy the space.
(2) explore air can flow
1. The teacher asked: now the teacher must change this situation: make a balloon three blow bottle in coke, paper within the cup bottom in water will be wet, coke can smoothly coke bottle into another you said should do? What measures, ability makes application such situation change.
2. The student to discuss, and design the plan. Teachers provide relevant materials.
3. Group many methods. Report exchange
4. The student beginning experiment, the teacher carries on proper guidance.
Three, summarizes
T: today we have to understand what the air nature? (show the title)
Living: air occupy the space. (blackboard writing)
T: today teacher appreciate everyone gives new experimental design many, think you're capable after it! Teachers hope that in the study, life, children should be like today that not only should learn new knowledge, more to apply them to the living, learning, to solve a few problems. To do