The fifth grade science teaching work plan

Now the country is vigorously carrying out educational reforms, and the curriculum for students is constantly improving, hoping to find a path that is most suitable for Chinese education. Let more students no longer be tired of learning , and teaching becomes more simple.

Therefore, the fifth-grade textbook education of this semester has become a very important semester. The latest teaching version of the fifth grade teaching work plan should be formulated in advance, so that the teaching of this semester can be better implemented.

First, the guiding ideology:

Fully implement the spirit of the "Science Curriculum Standards" and aim at cultivating students' scientific literacy.

Second, the teaching objectives:

1. Guide students to be close to nature, cherish life, and care about the development of modern science and technology.

2. Cultivate students' scientific thinking methods and form scientific study habits;

3. Understand the process and methods of scientific inquiry, and let students experience the whole process of scientific inquiry;

4. Taking scientific concepts as the teaching goal, helping students form correct scientific concepts and ideas, gradually forming a scientific attitude that is courageous to question and loves science, loves hometown, and loves the motherland;

5. Learn to build an explanatory model to verify your assumptions.

Third, the main guiding methods:

Inquiry method, demonstration method, visit method, practice method, discussion method, conversation method, debate method, experiment, law, list method, suggestion method, etc.

Fourth, the student situation analysis:

1. Psychoanalysis of learning: Children in the fifth grade have a strong curiosity and desire to explore the world around us, and our science curriculum content is close to children's life, emphasizing the study of science in a way that is consistent with the age characteristics of primary school students. Students must be on science subjects. Showing a strong interest.

2, the overall learning situation: fifth-grade students prefer science classes, are very interested in scientific experiments, strong hands-on ability, but the understanding of scientific concepts is not very deep, some students use the knowledge of rote memorization, use Poor ability.

3. Existing knowledge and experience: Scientific observation ability and comparative experimental design have made great progress, but independent inquiry ability and active inquiry consciousness are not enough.

Fifth, the analysis of teaching materials:

The fifth grade textbook of science is divided into four units, namely “Shen Hefu”, “Hot”, “Measurement of Time” and “The Movement of the Earth”.

The first unit is "Sink and Float". This module will allow students to solve many problems related to sinking and floating in a series of inquiry activities. Students will explore the floating and sinking of different objects to form an explanation of whether the object is floating or sinking, and to understand the relationship between the object and the liquid being discharged. When students begin to understand the results they observe, they will identify the main cause of the object's floating or sinking. There are two ways to explain the ups and downs of objects designed by this unit. One is to explain the phenomenon of ups and downs by the relationship between buoyancy and gravity. The concept of density is used to explain the phenomenon of ups and downs. Because the size of the buoyancy is also closely related to the density of the liquid, the cause of the object's ups and downs is located at the density of the object. For the fifth grade students, the concept of density is too high. Therefore, textbooks do not directly have the concept of density. Instead, they use observations and experiments to compare the weight of the same volume to help students build the pre-scientific concept of density.

The second unit is "hot." Heat is a form of energy. However, in the national ministry, let the primary school students explore the "heat", and more importantly, observe and think about some phenomena related to the degree of heat and cold of the object. For example, the transformation of gas, solid and liquid tristates and temperature, the thermal expansion and contraction of objects, frictional heat generation and heat transfer. With regard to the thermal phenomenon, the students have already had a lot of experience, especially in the third grade "temperature and water changes" unit, the students observed the relationship between temperature and water morphological changes, they have observed the material due to A significant change in temperature produces a change in the state of the object. The change in matter is from gradual change to sudden change. In this unit, we will continue to observe the invisible changes in the process of heat change, mainly the phenomenon of thermal expansion and contraction, and the process of heat transfer.

The third unit "Measurement of time". "Time" is a kind of invisible and intangible thing. The trajectory of time movement is recorded according to the trajectory of regular motion of other objects. Therefore, the process of learning “time measurement” in this unit is, in a sense, also a process of understanding activities of “regular movement of things”. This module is designed to allow students to experiment with important equipment that measures time, from solar clocks, water clocks to mechanical escapements... In the practice of “creating” timing tools, understand the history of human timing instruments and understand the technical pairs. The role of human society development.

Unit 4: "The movement of the earth." This module is for students to repeat the process of human exploration of the Earth's movement. Based on observable phenomena and facts, using the principles and methods of relative motion, reference objects, and simulation reproduction to reason and demonstrate, and finally understand how the earth moves. In this process, students need to collect evidence of Earth's movement from multiple angles and continuously, such as: data, theory, simulation experiment results, etc., need to carry out critical logical processing of evidence, and also need a certain spatial imagination. These all pose a more comprehensive challenge to the students' ability to explore.

Sixth, the main types of teaching activities:

Collecting information, on-site inspections, observations under natural conditions, experiments, case studies, situational simulations, scientific production, discussion and debate, planting, science games, information conferences, presentations, exchange visits, competitions, scientific appreciation, Community science activities and family science and technology activities, role playing, science fiction, etc.

Seven, basic measures:

1. Make full use of various curriculum resources and modern educational technology;

2. Implement the general objectives of the science curriculum to each lesson;

3. Enrich the teaching process with colorful and personal activities;

4. For all students, let inquiry become the main way of scientific study;

5. Organize and guide students to actively participate in extracurricular science and technology activities and various competition activities.

6. Carefully guide students' scientific learning activities;

7. Each class establishes a scientific study group to allow students to learn from each other in exchanges, cooperation, assistance, and seminars;

8. Give students questions and hypothetical opportunities, and instruct students to seek evidence for verification. After thinking, they draw their own conclusions and use their knowledge to solve problems.