The lesson plan for the formation of wind in the second volume of third grade science, the lesson plan for the direction and force of wind in third grade science?

New Jiangsu Education Science Third Grade Volume 18. Analysis of Wind Direction and Wind Power Teaching Materials

This course focuses on the two meteorological elements of wind direction and wind power, focusing on what, how to measure, and what Influence teaching in three aspects.

This course first focuses on identifying wind direction and wind force, introducing observation methods, learning to use wind direction meters and wind force meters, and observing wind direction and wind force on the spot.

This course is mainly divided into four parts.

First, identify the wind direction and force through discussion.

Wind direction and wind force are two aspects that we use to describe the wind of a thing. By watching the video data, we will point out how the weather forecast describes the wind, and guide students to discover the two meteorological elements of wind direction and wind force.

The observation of wind direction requires students to feel the wind with their bodies outdoors, or use paper scraps, paper towels and other light objects to feel and observe the wind, and record the wind direction.

In the process of guiding students to observe wind, they must first identify the wind level according to the "Wind Level Song" and make it clear that wind level is the expression of wind power.

The second part is to make an anemometer to measure the wind direction and force.

In order to measure more accurately, this course also guides students to make their own wind direction and wind instruments for observation. Students can also use the materials from the second-year "Specialized Learning" unit to learn from existing experience.

When teaching this part, you can also choose other methods to guide students in production.

The third part, singing wind-level songs, observes and explains the impact of wind on human production and life.

Organize students to recite "Feng Level Songs" and select the most typical life scenes for students to have one-to-one correspondence.

When organizing student discussions, focus on the key points: What phenomena did you see? What does this phenomenon have to do with wind? Emphasize the impact of wind on human production and life.

For extreme weather phenomena such as tornadoes and typhoons, video materials should be supplemented appropriately to allow students to intuitively experience their hazards.

The fourth part is to observe weather conditions for a continuous week, analyze data, and describe weather changes.

Students are required to continuously measure and record weather conditions for a week to prepare for summarizing weather and climate characteristics.

This is a long-term observation, and attention should be paid to mobilizing students' interest in learning.

Students conduct fixed-point observations and records regularly every day to minimize unnecessary errors.

The data can be directly measured by students, or it can be secondary data, or classes can be organized to pave the way for future weather and climate learning.

Academic Analysis

This course is aimed at third-year students. Students of this age are lively and active, their thinking is in the stage of perceptual understanding, and they have strong curiosity about the world around them. Heart and desire to explore, willing to do hands-on operations.

Through past science studies, students’ understanding of science courses has been improved to a certain extent, and they have the ability to observe and explore the natural phenomena around them, which has paved the way for the study of this course with knowledge and emotions. .

Educational goals are based on science curriculum standards and four-dimensional goals are formulated.

Scientific knowledge: 1. I know that people call the direction in which the wind blows, and the wind speed is called the wind level.

2. Know that the anemometer can detect the wind direction, and know that the anemometer can detect the wind speed.

3. Understand the content of wind-level songs.

Scientific exploration: 1. The wind direction and force can be judged by some slightly floating objects.

2. Make your own wind direction meter and anemometer, which can measure wind direction and wind force.

Scientific attitude: 1. Realize that long-term measurement and recording of weather data is very valuable.

2. Be able to participate in medium- and long-term scientific inquiry activities and cultivate students’ scientific attitude of seeking truth from facts.

Science, technology, society and environment: 1. Feeling that using simple tools is of great help in weather observation activities.

Further increase interest and curiosity in observing weather phenomena.

The teaching focuses on judging the wind direction and wind level to describe.

Teaching Difficulties: Keep the self-made wind vane arrow level, and judge and describe the wind direction and wind level in the face of composite phenomena.

Lesson preparation

Teacher materials: courseware, videos.

Student materials: homemade anemometer, paper scraps, and paper towels.

Teaching Time One Lesson Teaching Process Design 1. New Lesson Introduction 1. Teacher: Before class, let’s take a look at the weather forecast.

As I watched it, I wondered, what kind of weather information did the weather forecast tell you? 2. Students watch the weather forecast.

3. Teacher: No matter who said it, what kind of weather information did the weather forecast just tell you? 4) Student) The way it rains today, how much precipitation it is, what the temperature is, what its amplitude is, how much wind it is... 5. Teacher) The factors such as temperature and clouds that the students just mentioned are what we learned in the first two sections. Meteorological factors, this lesson will continue

[Design intention: By playing the weather forecast video, students can intuitively feel that wind is also one of the important meteorological factors.

) 2. Identify wind direction and wind force (1) Wind direction 1. Teacher) Students, how did the host explain the wind in the weather forecast just now? 2) Student) The north wind is level 4-5, the gust is level 6-7,... 3. Teacher) What everyone said just now is very accurate, where does the north wind blow? 1) blowing to the north side and 2) blowing from the north side.

4. Teacher: To know the wind, you must first know the direction.

(PPT prompts 8 directions, east, south, west, north, northeast, northwest, southeast, southwest) 5. Division) North wind) Actual wind direction) Is there any way to decide today’s wind direction before class? ? Student 1: Please go outside and feel it.

Student 2) Human feelings are inconsistent, and light objects such as paper towels and scraps of paper need to rely on other materials... 6. Students' outdoor experiments.

Teacher: Through experiments, I found that the north wind blows from the north.

PPT tip: The direction in which the wind blows is called wind direction.

7. PPT wind direction chart (including 8 directions).

Teacher: Ask the team leader to take out the wind direction diagrams of each group, arrange the wind direction diagrams according to the direction, and then talk and point out in the group.

8. Display the fan, adjust its position, and let students point out the wind direction and what kind of wind it is based on the wind direction chart.

Teacher: Who says what it will be like at this time? Adjust the direction of the electric fan and ask students to point out the direction of the wind: ... 9. Emphasize that the wind direction is the direction the wind is blowing from, not the direction the wind is going.

) 2) Wind force 1. There was information such as level 4-5 and level 6-7 in the weather forecast just now. What do they mean? 2) Student) The intensity of the wind, the level of the wind, the size of the wind... 3. Teacher) What the classmates said is correct. The strength of the wind is called wind force. The intensity of wind is represented by wind force level, which is referred to as wind level. The higher the wind level, the stronger the wind.

PPT Tip: The intensity of the wind is called wind force, and the wind level indicates the magnitude of the wind force.

[Design intention: Guide students to understand wind direction and wind force through question guidance. They need to familiarize themselves with wind direction and wind force through fans and light objects.

(3) Make a wind vane and measure the wind direction and wind force on campus ((1) Make a wind vane) 1) Teacher) To understand the magnitude and direction of the wind more accurately, use more tools to measure and use a wind vane Measurement.

(Show you the real thing) This is the wind direction and anemometer made by the teacher. Please tell the students how these equipments need to be assembled, how to assemble them, and what their functions are.

Students: Use foam board as the chassis, and stick the wind direction chart on the chassis; make wooden sticks and cardboard into arrow shapes as wind vanes, use the arrows to move forward and backward, balance, and make table tennis balls (table tennis balls). Half of four) wind cups, glue them to the wooden stick and fix them with pins... 2. Division) After the wind direction anemometer is completed, test the use

How to test the wind direction anemometer? Student 1) Blow through the mouth; Student 2) Tested outdoors... Teacher) cannot blow from the mouth. The air flow from the mouth is in a bunch shape, so it is different from the natural wind.

So we need to test it outdoors.

3. Group students conduct tests outdoors and make adjustments if there are any problems.

[Design intention: Collaborate within a student group to make a wind direction anemometer, exercise their ability to collaborate in exploratory learning and practice as a group, and gradually cultivate curiosity and desire to explore.

Testing before measurement, comparing wind direction and anemometer between groups and making improvements can make subsequent measurements more accurate.

(2) Outdoor measurement 1. Division) What issues do we need to pay attention to before measuring? 2) Health) First, match the direction of the wind direction diagram on the chassis with the actual direction.

3. Teacher: Yes, only by finding the direction can our measurements be accurate and meaningful.

Is there anything else we should pay attention to? 4. Health 1) Choose windy weather, and there should be no obstacles around; Health 2) The wind direction and wind force may be unstable, and multiple measurements are needed to avoid accidents; Health 3) There should be a dedicated person to record the measurement; (Health 4) When recording, record the wind direction accurately and use "big, medium, small, and none" to describe the wind force... 5. Teacher) The students said it well. The teacher has prepared a recording sheet for you. When measuring, you will choose an empty place, so you decided to measure on the playground.

Group cooperation and division of labor should be clear.

6. After the measurement, each group fills in the summary table with the data.

7. Teacher: Students carefully observe the table and judge today’s wind direction and wind strength.

Student: The wind on campus today is from the north, with medium wind strength.

8. Prompt the weather station for today’s weather forecast.

Teacher: Are our measurement results completely consistent with those of the meteorological observatory? Student: Inconsistent.

The wind direction itself is unstable; there are classrooms around, which has an impact; the compiled wind direction has errors... 9. Division: The weather station has a dedicated wind monitor and an auxiliary wind monitoring system, which can measure many parameters at the same time , you can also perform multi-point measurements on the same parameter before processing, and the data obtained will be more accurate.

[Design intention: Before measurement, introduce the concept of wind level and clarify that wind force is generally expressed by wind level. By comparing the measurement results with meteorological station data and looking for errors, students can put forward their own different opinions.

For example, there are errors in the measurement tools and there are many buildings around the measurement site.

(IV. Wind Level Song 1. Teacher: We do not have the professional equipment to accurately judge the wind level. Today, the teacher brought you a new friend - "Wind Level Song". Through it, you can roughly judge The level of wind. Please read "Wind Level Song" quickly.

2. Activity: Show the scrambled "Wind Level Song" photo, and students will look at the picture to get the answer.

3. Teacher: The students did really well just now. What is the use of memorizing "Wind Scale Song"? Student: It can determine the wind strength... 4. Teacher: The teacher has brought you some photos. What level of wind was it? 1) Because the big tree was broken, I guessed it was level 8 wind. Student 2) Because the red flag is fluttering in the wind, it should be level 3 wind... Teacher) Please look at this photo (two wind level phenomena exist at the same time), what is the wind at this time? Student 1) The red flag is flying, which is Category 3 wind; Student 2) The tree branches are swinging, it is Category 4 wind... Teacher) There are Category 3 and Category 4 wind phenomena at the same time in the photo. At this time, we have to rely on the phenomenon of Category 1 wind. to determine the wind level.

[Design intention: The wind level song requires students to recite it before class, so that they can become more familiar with the wind level and the corresponding scene changes in class, effectively improving the accuracy of students' explanations.

) 5. The impact of wind on humans 1. Transition: Students, please look at this photo. What is the wind strength at this time? Houses and big trees are upside down: Houses and big trees are blown down by the wind, and there may be winds of level 12... 2. Teacher: In life, winds of level 10 or above are rare and only occur when typhoons occur.

Watch this video about typhoons.

Teachers and classmates, the typhoon has caused great losses. Some people have also imagined dropping an atomic bomb in the eye of a typhoon to offset the energy of the typhoon. However, actually dropping an atomic bomb would be like turning a mantis' arm into a car. It would have no effect.

Currently, all people can do is take protective measures before the typhoon arrives.

3. Show photos of tornadoes.

Teacher: Students, what is this phenomenon? Health: Tornado.

Tornadoes, like typhoons, can cause huge damage to people. In addition, tornadoes form very quickly and there is no time to prevent them. Fortunately, the tornado's reach was very small.

Let’s take a look.

(Play tornado video) 4. Division) Everything has two sides. Typhoons and tornadoes can cause great damage, but life is impossible without wind.

Do you know what good the wind does to us? PPT prompt image.

Health: Wind can spread seeds, make sailing ships sail, and use wind to generate electricity.

Teacher: Do you know what kind of wind is good for humans? Student: In hot summer, wind brings us coolness; wind can improve air quality. Wind blows clouds and brings rain... Student: Typhoon also brings rain [Design intention: Through pictures and videos, let students understand the impact of wind on human beings The benefits and harms of teaching, collect relevant information before teaching, and let students collect and exchange information

(6. Improvement and Expansion 1. Teacher) No matter who said what did you learn in this course? Student: It is clear that the wind direction is the direction in which the wind blows, and the wind force is the intensity of the wind. Learn to make an anemometer and use it to measure wind direction and force. Able to recite "Feng Level Song". Recognize the benefits of wind to humans and the harm to humans from the two extreme phenomena of typhoons and tornadoes... 2. Teacher: Let the students use the knowledge they have learned to record the weather conditions for a week, record the temperature, cloud cover, rainfall, rainfall < /p>

Recommended measurement times: 9:00 a.m. and 15:03 p.m. Teacher: What issues do you think need to be paid attention to when measuring? Student 1) Daily regular and fixed-point observation records to minimize unnecessary errors; Student 2) You can compare your observations with the actual weather forecast every day, discover errors, discover problems, and adjust your measurement methods.

[Design intention: Guide students to understand the precautions when observing, improve the accuracy of measurement data, guide students to use scientific knowledge about weather, experience the process and methods of scientific activities, and help them be willing to cooperate with others , coordinate with the environment and lay the foundation for subsequent scientific learning.

Blackboard design

18. Wind direction and wind force

Wind direction: the direction in which the wind blows

Wind force: the intensity of the wind

Measurement tool: wind direction and anemometer

The wind direction on campus today is, the wind force is reflection after school

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