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Campus plant survey and specimen making instructional design
1. Textbook analysis:
This lesson is based on the 14th chapter of the eighth grade biology in the Soviet Education Edition, Chapter 14, "The Colorful Biological World".
The first section is a survey activity based on the colorful plant world. This chapter starts with the methods of knowing a wide variety of creatures around students—scientific survey methods and observation methods, and arranges the teaching content of this section. It is also the concrete implementation of understanding "biodiversity" in the "Biology Curriculum Standards".
Through lessons, investigations and design activities, this lesson enables students to master the methods of investigation. Although students are not very familiar with plant taxonomy, and even some flowers and trees cannot be named, they can achieve understanding and understanding by reading teaching materials, collecting relevant extracurricular materials, asking or sharing and exchanging information with others. Investigation is not only one of the methods of studying living things, but also one of the common methods of understanding things. Therefore, the setting of this lesson is close to the life of students and meets the needs of students' study, life and future development.
Students have a strong interest and desire to step out of the classroom to investigate in nature, and to know the plants around them. However, the students in the second year rarely contact the investigation activities. They are not very clear about the purpose, methods and steps of the investigation. They often feel unable to start. In addition, the students in the second year were curious but had less self-control, so it was easy to turn the survey activities into tourism or endless play, which could not achieve the purpose of practice. Therefore, teachers must do a good job of education, guidance and team leader training before the event to enhance students' collective and cooperative awareness. In addition, students have not learned the specific classification of plants, so they cannot emphasize this part of the investigation process, as long as the students can distinguish which type of plant is a shrub or tree, and the name of the plant and its significance in greening. . In addition, the school is just in the near future, and has not been thoroughly planned. It just provides a favorable condition for students to participate in the school's management planning. Therefore, such activities are more conducive to students' active participation in the formation of social awareness.
(I) Knowledge objectives:
1. Get to know the plants on campus and try to simply classify the plants.
2. Know the role and significance of these plants in beautifying, greening, and purifying the campus environment.
3. Try the campus greening design to improve the students' aesthetic taste.
(II) Capability goals: