Part I: Biological Invaders Part I: Teaching Design
1. Understand the main content of this article. 2. Understand the interpretation sequence and methods used in this article. 3. Improve students' awareness of environmental protection.
Second, the teaching focus is on the order and methods of this article.
Three, teaching objects and class hours, junior high school grade two, one class hour.
Fourth, the teaching method is physical projection, students are free to discuss and speak, and teachers explain and summarize.
Teaching methods to stimulate interest.
Sixth, the teaching steps
(1) The introduction of the text introduces the story of Trojan horse in ancient Greece to students, understands what an intruder is and then puts forward the concept of biological intruder.
(2) Students read the text and teachers pronounce it.
(C) into the text learning, mainly by solving the following problems to complete the teaching focus. Form: Students discuss freely to find out the answer to the question, and the teacher summarizes it. Question 1: What is a "biological intruder"? A: The first paragraph of the text. Question 2: What else does this article tell us? A: This paper also talks about the great harm caused by biological invasion, the reasons and ways of the intensification of biological invasion, the different attitudes of biologists and ecologists to "biological invasion" and the corresponding measures taken by countries all over the world at present.
(4) After understanding the content of the text, discuss the explanation sequence and methods of this article. Clarity: 1, the use of logical order: in line with people's cognitive laws, so that the article structure is clear and hierarchical. 2. Explanation method: enumerate figures, give examples and make analogy.
(e) The teacher's summary is clear: this is an explanatory article on ecological issues. It explains to us what a biological invader is and the great harm caused by biological invasion, which makes us highly alert to this special ecological phenomenon. We study this text not only to gain some ecological knowledge, but also to improve our awareness of environmental protection and cultivate our sense of responsibility to society.
(6) The blackboard design leads to the topic: What is a biological intruder?
The first paragraph puts forward the phenomenon: introducing biological intruders and abiotic intruders. Paragraphs 2-4 "Biological invaders" explore the reasons: fresh fruit and vegetable trade, transnational pet trade. Paragraph 5 reveals attitudes: two different attitudes (diametrically opposed). Measures taken in paragraphs 6-7: Adoption of bills and establishment of departments. Paragraph 8
(7) homework
Chapter 2: Biological Invaders ● Teaching Objectives Read the text and understand the main contents of this article.
Learn the order and methods of interpretation used in this article. Improve students' awareness of environmental protection.
● Arrange a class in class.
● The teaching focus is on the interpretation sequence and methods used in this paper.
● Prepare to collect relevant information about biological invasion before class, and write down the name, source, invasion and harm of biological invaders. (Collect information about at least one biological invader) With the help of reference books, eliminate the writing barrier. Write the problems found in the preview on the card. The teaching design introduces a new lesson, and the teacher tells a news of biological invasion (related materials of biological invasion can also be played by multimedia). After the teacher finishes speaking, ask the students to summarize the main content of the news in one or two sentences. Clear: In the highly developed 2 1 century, our common home earth is facing more and more severe challenges. Environmental problems have become an urgent problem for human beings, and ecological problems are the central issues of environmental problems in the world today. Let's study Biological Invaders together, hoping that learning this article will help us to improve our awareness of protecting the ecological environment. (Teacher's blackboard writing topic)
■ The solution requires students to close their books and say the meanings of "invasion" and "biological invader" in their own words. Ask the students to sketch the sentences that reveal the meaning of "biological invaders" from the text. Independent reading and overall perception. Teachers use multimedia (or slides) to show the following questions, and students read and think. Besides telling us what a biological invader is, what else does this article talk about? B: What do you think you should do to study this article? Try to work out the learning objectives of this paper. Ask questions, communicate and interact. A. intra-group communication:
◆ On the basis of independent reading, students make clear the content of the article through communication and jointly set learning goals.
◆ Put forward the problems found in the preview in the group and solve them together. If there are problems that can't be solved, communicate with the teacher after class B. Make clear the learning objectives and main contents of this article. Clear learning objectives (see the previous teaching objectives): This paper also talks about the great harm caused by biological invasion, the reasons and ways for the increase of biological invasion, the different attitudes of biologists and ecologists towards "biological invaders" and the corresponding measures taken by countries all over the world at present. The teacher who wrote the outline showed the structure diagram with multimedia, and asked the students to fill in the relevant contents in the blank. Introduction: Introduce what a biological invader is (paragraph 1):- (paragraph) Explore the causes of biological invasion:-(paragraph) Reveal the attitude:-(paragraph) Take measures:-(paragraph)
■ writing inquiry o inquiry learning a. what are the common explanation orders? What kind of interpretation order is adopted in this paper? Explore the benefits of this command arrangement. After discussion, students make it clear that the use of logical order conforms to people's cognitive law, which makes the article structured and distinct. Explore the interpretation methods used in this article. A. What interpretation methods are mainly used in this paper? After the students discuss, the teacher writes on the blackboard: List numbers, examples and metaphors. B. find out the relevant sentences that use the above explanation methods in the text. Divide the students into three groups, and find a related sentence in each group to explain the method and see which group can find it quickly and well. C. Talk about the functions of the explanation methods of enumerating figures, examples and metaphors, and give an example from the text to illustrate. Students can be arranged to communicate in groups before class.
■ Summary requires students to summarize the full text from two aspects: main contents and writing methods.
The teacher summarized the full text according to the students' speeches. This is an explanatory article about ecological problems. It explains to us what biological invasion is and the great harm it brings, which makes us highly alert to this special ecological phenomenon. By studying this text, we can not only gain some ecological knowledge, but also cultivate our sense of responsibility to society. In addition, this text has a rigorous structure and distinct levels, and uses illustrative methods such as enumerating numbers, examples and metaphors to provide reference for us to write explanatory articles. The extension teacher showed a colored chalk, and asked the students to choose at least two of the three explanation methods: enumerating numbers, giving examples, and making an analogy for a brief explanation. Recommend a classmate for each group to see which group speaks best. ) What other biological invaders are there in nature? How can we effectively curb biological invasion? What should I do if I find a biological intruder in real life? Students exchange their own biological invasion information in groups, and then each group recommends 1 ~ 2 copies to the class for display. (The exhibition is arranged after class) Students are required to discuss in groups first, and then communicate in class.
■ Layout operation
Chapter three: the knowledge goal of biological invaders.
1. Accumulate vocabulary, master the pronunciation and meaning of words such as "plunder, habitat, fencing, blame", understand the meaning of words such as "doomed, colorful, helpless, natural selection, indifference", and learn to use them.
2. Understand the knowledge of ecological environment introduced in this paper, and understand the situation of biological invaders.
capability goal
1. Make clear the explanation order of this article, grasp the content of the article as a whole, and improve the reading ability of popular science.
2. Analyze the interpretation methods used in this paper to achieve its expressive effect.
Moral education goal
Understand the biological "pollution", strengthen the awareness of prevention, and strive to build and protect our home.
● Teaching focus
Make clear the interpretation order of this article and master the interpretation methods used in this article.
● Teaching difficulties
Guide students to understand: how to treat "human intervention" in the process of species migration? Why are the two conditions of "not competing with similar foods" and "not being harmed by natural enemies" emphasized in the process of forming "biological invaders"?
● Teaching methods
1. Students mainly study by themselves. Teachers design reading topics, guide students to read independently, help students grasp the content of the text as a whole, and explore the interpretation skills of the article. Teachers only give necessary guidance.
2. Discussion method. Students can ask questions freely, explore and solve problems together through various forms of discussion and cooperation.
● Prepare multimedia as a teaching aid.
● Class arrangement 1 class hour
● Teaching process
[teaching points]
Students read the text by themselves, make clear the author's writing ideas, and then make clear the order of the articles; Analyze the interpretation methods used in this paper, and experience its expression effect, learn to use appropriate interpretation methods to write rational interpretation articles; Link extension, transforming the knowledge learned in class.
[Teaching Steps]
First, guide the design.
Design (1)
According to Guangming Daily (June, 2000 12), Mikania micrantha, a "plant killer", is spreading rapidly in Neilingding Island on the southwest coast of Shenzhen. They are like huge nets, shrouded in the darkness of beautiful litchi trees, banana trees and acacia trees. Trees die silently because they can't get sunshine, flowers and green grass wither because they can't get fresh air, and the land on the island is becoming a wasteland. Neilingding Island, known as the "plant paradise", may be destroyed by Mikania micrantha. So why is Mikania micrantha so destructive? Let's look for the answer from the biological invaders who entered Mei Tao. ?
Design (2)
Author profile import:
Design (3)
What is a "biological intruder"? You may not be familiar with this. You know, this is a war initiated by human beings without smoke, which cannot but arouse our high vigilance. Today, we will go into the battlefield and make an inspection of this "war".
Second, students read the text independently, and teachers design questions to guide students to read independently.
Multimedia display:
1. Please pay attention to the words with dots below.
Blame it on predatory habitat fences.
2. Judge the correct and wrong usage of the following words.
A. I heard that Xiao Lin was admitted, and she was psychologically unbalanced, and the past came to mind again.
B.it came so suddenly that she seemed helpless.
C. if the natural environment is seriously damaged, all life will be destroyed.
D. despite the teacher's repeated persuasion, she remained indifferent.
Please summarize the knowledge about biological invaders introduced in this article in your own words. (not less than 5 points)
4. Make clear the order of this article.
5. What explanation methods are used in this paper? Find out and talk about their expressive effects.
Third, students are free to ask questions, and students will discuss and answer each other. Teachers will organize student activities and give necessary guidance.
1. Each group takes turns to ask questions and discuss and solve them in the group. If you can't get a satisfactory answer, ask the teacher questions.
2. The teacher classifies and summarizes the questions raised by the students, and then demonstrates them, and the whole class discusses and solves them.
Questions that students find difficult to answer may include:
(1) How to understand "human intervention" in the process of species migration?
(2) Why emphasize the two conditions of "no competition from similar foods" and "no harm from natural enemies" in the process of forming "biological invaders"?
(3) Do you know other "biological invaders"? Have you ever found biological invasion in your life?
Teacher's guidance: (1) The natural reproduction and migration of biological species are very slow and limited by spatial span. But if this migration is caused by human cross-regional activities, the consequences will be unimaginable. Therefore, "human intervention" should be fully considered when preventing "biological intruders".
(2) The natural existence and development of living things have certain laws, namely "natural selection" and "survival of the fittest". The species in a certain area are all part of the local biological chain and have been in a state of balance for a long historical period. If human intervention breaks this balance, it is equivalent to breaking the balance of the biological chain, which may have two consequences: one is to reach a new balance after a long time; The other is to produce "biological invaders", which will bring harm to local ecology and human life.
(3) Teachers can use the materials at hand to introduce some examples of biological invasion:
① In China, a South American aquatic plant, Water hyacinth, greatly reduced the water area of Dianchi Lake in Kunming, and the local climate was obviously dry. There were 68 species and 38 species of fish in the lake.
② In Western Europe, a North American shrimp disease is attacking local shrimps, causing local shrimps to disappear in many rivers.
In the Mediterranean Sea and Adriatic Sea, a Pacific seaweed covers 3000 hectares of the sea floor.
④ From East Africa to the Indo-Pacific region, a A Lang grass from South Asia invaded millions of hectares of tropical forests, seriously affecting the natural regeneration of local trees.
⑤ A pathogenic fungus from Australia, possibly from Papua New Guinea, invaded from 1920, resulting in the destruction of thousands of hectares of forests. This fungus is harmful to three quarters of plants, including tall trees and short shrubs.
In New Zealand, a nocturnal kangaroo from Australia is estimated to eat 265,438+0 tons of local forest every night.
⑦ The palm tree snake from Papua New Guinea made the wild 1 1 species of birds and some lizards and bats extinct in Guam in the Pacific Ocean.
Today, February 2, 20021Daily News Report Recently, the General Administration of Quality Supervision, Inspection and Quarantine, the Ministry of Agriculture and the State Forestry Administration jointly issued an announcement to suspend the import of pineapple, banana seedlings and other parasitic plants of banana perforation nematodes from the Philippines. Once found, all will be returned or destroyed.
It seems that "biological intruders" may invade at any time today, and China has taken strict precautions against "biological intruders".
Fourth, class summary.
Chapter 4: Biological Invaders ● Teaching Objectives
Knowledge and ability:
Understand the ecological environment knowledge introduced in this paper and understand the situation of biological invaders.
Process and method:
1. Make clear the explanation order of this article, grasp the content of the article as a whole, and improve the reading ability of popular science.
2. Analyze the interpretation methods used in this paper to achieve its expressive effect.
Emotions, attitudes and values:
Understand the biological "pollution", strengthen the awareness of prevention, and strive to build and protect our home.
● Teaching focus
Make clear the interpretation order of this article and master the interpretation methods used in this article.
● Teaching difficulties
Understand the biological "pollution", strengthen the awareness of prevention, and strive to build and protect our home.
● Teaching methods
1. Students read books by themselves. Teachers design reading topics to guide students to read independently. Through group cooperation, we can help them grasp the content of the text as a whole and explore the interpretation skills of the article.
2. Discussion method. Students can ask questions freely, explore and solve problems together through various forms of discussion and cooperation.
● Prepare teaching AIDS.
Multimedia, small blackboard
● Class arrangement
1 class hour
● Teaching process and flow:
First, guide the design.
(showing pictures of SARS)
In the highly developed 2 1 century, our home, the earth, is facing more and more severe challenges. Environmental problems have become an urgent problem for human beings, and ecological problems are the central issues of environmental problems in the world today. What is a "biological intruder"? You may not be familiar with this. You know, this is a war initiated by human beings without smoke, which cannot but arouse our high vigilance. Today, let's go into the biological invaders in Mei Tao to find out. ? (blackboard writing topic)
Second, independent reading and overall perception.
1. Collect information in the sentence pattern of "I learned from the text", with no less than 3 items in each group.
An intruder refers to an "immigrant" who originally lived in a foreign country and moved to a new ecological environment by unnatural means. The harm of biological invaders is enormous, causing incalculable economic losses to human beings and posing a great threat to other invasive species and species diversity. So how did these biological intruders invade? Why is it increasing? Due to the growing prosperity of international trade, biological intruders "sneak" into China by hitchhiking in transnational trade; In addition, transnational pet trade also provides convenience for "biological invaders". At present, biology and ecology have different attitudes towards biological invaders: some people think that through "natural selection", the harm of "biological invaders" can be limited and a new ecological balance can be achieved; Others believe that letting "biological invaders" develop freely will cause serious harm to local ecology and human life. Countries all over the world are taking corresponding measures against "biological invaders".
We know what a "biological invader" is. Ask two groups of students to outline the structure of this article:
(Division of labor within groups, no plagiarism between groups)
Introduction: Introduce what a biological invader is (paragraph 1)
Phenomena and hazards: species destruction and economic losses (paras. 2-4)
Causes and ways of the increase of biological invaders: transnational trade (5)
Revealing attitudes: different (paras. 6-7)
Measures taken: (para. 106). 8)
The teacher compares the paintings and clearly explains the order:
This is an exposition of things, explaining things in a logical order. Starting with explaining the concept of "biological invader", this paper introduces the phenomenon of "biological invader", its harm to human beings and its destructive effect on ecological environment, discusses the reasons and finally discusses the countermeasures. Basically, it is carried out in accordance with the logical thinking of asking questions, analyzing problems and solving problems.
3. What explanation methods are used in this paper? For example.
For example, the concept of "biological invader" itself is metaphorical, telling readers that the immigration behavior of this "invader" will cause harm to human beings and nature; Comparing the European bamboo landing in North America to "stowaways" and the spread of pests around the world through trade channels to "hitchhiking" in transnational trade is vivid and adds interest to the article.
② Number: "Guam 1 1 Nine native birds were wiped out by palm snakes". Through accurate data comparison, the serious harm of biological intruders is clearly expounded.
(3) Examples: support the content of the explanation through specific examples to enhance the persuasiveness of the article. In the third and fourth paragraphs of the article, the spotted shellfish, longicorn beetles, red ants and brown snakes are taken as examples respectively, which shows that the migration of organisms to new ecological environments through unnatural ways will cause biological invasion.
Third, explore the highlights:
Play the courseware, so that students can form a perceptual understanding of the economic loss and species diversity damage caused by biological invasion.
Around the topic of "Do you want to interfere with' biological invaders'", combined with the content of paragraph 7, a discussion was held.
(Basic viewpoint: (1) Humans should not interfere too much with the migration process of biological species, and the imbalance is temporary. "Natural selection, survival of the fittest", the balance of nature will eventually be realized. (2) Human beings must intervene in "biological invaders". If left unchecked, the diversity of natural species will be seriously damaged and human society will suffer huge economic losses.
Fourth, the classroom climax:
Extended learning: design an ideal treatment and prevention plan for biological invasion.
Organization Form: Topic Selection (Wonderful)-Design Scheme (Team Cooperation)-Judges' Grading (Student Appointment)-Expert Comments (Biology Teacher).
A: China suspended the import of pineapple and banana seedlings from the Philippines.
According to Xinhua News Agency, Beijing, February 20 (Reporter Qi), the General Administration of Quality Supervision, Inspection and Quarantine, the Ministry of Agriculture and the State Forestry Administration jointly issued a notice recently, announcing that the import of pineapple, banana seedlings and other parasitic plants of banana perforation nematodes from the Philippines will be suspended. Once found, they will all be returned or destroyed.
B, flying grass spread, livestock died
Eupatorium odoratum is a green semi-shrub plant of Compositae, which has caused serious harm to animal husbandry in Liangshan Yi Autonomous Prefecture of Sichuan Province.
Unprecedented blow, natural grassland was occupied by a large area, livestock died, and animal husbandry production was reduced. Yi people who were not rich originally.
This town has become worse as a result. The state government issued a red-headed document five years ago, demanding full mobilization to prevent and eliminate poisonous weeds.
C, rabbits become disasters
1939, rabbits invaded Australia, destroyed the pasture where sheep were raised, and the number of famous Australian sheep decreased sharply. Finally, the government used the air force, used poison, spent a lot of money to repair the rabbit fence, and invited bacteriologists to develop salivary tumor, a malignant infectious disease, to control the disaster caused by rabbits.
Scheme conception:
(1) strictly guard against death; Biological governance; Protect nature.
(2) elaborate introduction; To find out the species and harm status of existing alien pests in China; Strengthen the prevention and comprehensive management of known major alien harmful species.
(3) government investment; Unity; Looking for natural enemies.
(4) increase publicity; Strict quarantine; Legal guarantee.
(5) turning waste into treasure; Zero report monitoring; Agriculture and forestry quality inspection and epidemic prevention departments cooperate.
Chapter 5: Teaching objectives of biological invaders:
Knowledge and skills:
1, understand the knowledge of ecological environment introduced in this paper, and understand the situation of biological invaders.
2. Cultivate observation ability and learn to filter information.
3. Grasp the content of the article as a whole, clarify the interpretation order of this article, and learn the interpretation methods of this article.
Improve the ability to read expository texts.
Process and method: focus interview, discussion, questioning, guidance and picture appreciation.
Emotional attitude and values: understand the "biological invaders", cultivate a scientific attitude of focusing on observation and demonstration, and a scientific spirit of seeking truth and innovation. Strengthen the awareness of prevention and strive to build and protect our homeland.
Teaching emphasis: 1. Understand the knowledge of ecological environment and the situation of biological invaders introduced in this paper.
2. Make clear the explanation order of this article and learn the explanation method of this article.
Teaching difficulties: guide students to clarify the order of interpretation of articles and learn interpretation methods.
Preparation before class: 1. Collect some information and pictures about "biological invaders".
2. Understand the alien biological species that have invaded China at present.
3. Each study group will carry out independent cooperative study on this paper, and sort out and summarize the questions to be raised.
Instructional design:
First, import:
In the highly developed 2 1 century, our home, the earth, is facing more and more severe challenges. Environmental problems have become an urgent problem for human beings, and ecological problems are the central issues of environmental problems in the world today. I hope that learning the article "Biological Invaders" can help us improve our awareness of protecting the ecological environment.
Today, the teacher brought a group of pictures to the students (showing some pictures of biological invaders being eliminated). Let's enjoy ourselves. What are they? The blackboard writing project (biological invaders). Introduce the text.
Seeing this topic, our classmates must have many questions, right? Who can tell me what you want to know about "biological invaders"? Students ask questions. The teacher summed up these problems. There may be these questions: (show the key points)
1. What is a biological intruder?
2. What are the hazards of biological invaders?
3. What are the reasons for the increase of biological invaders?
4. Attitude towards biological invaders?
5. What countermeasures will people take? (Show Focus Question)
Second, the initial perception.
We will take these focus questions and conduct focus interviews in combination with the content of the text. (6 people in each group and 8 people in * * * group. One small reporter in each group) Each group chooses a small reporter to interview and then report. (Process omitted)
Third, in-depth exploration
Through our focus interview, we have a preliminary understanding of "biological invaders" Now I will walk into the text with my classmates and learn more about "biological invaders".
6. What is the order of this article?
7. What explanation methods are used in this paper? Find out and talk about their expressive effects?
8. How to understand "human intervention" in species migration?
9. Why should we emphasize the two conditions of "no competition from similar foods" and "no harm from natural enemies" in the process of forming "biological invaders"?
10. Do you know other biological invaders? Have you ever found biological invasion in your life?
Students are divided into six groups with eight people in each group, and each group chooses a leader. (The group leader records the number of questions answered by the group and the number of people who answer the questions) and the person who rings the bell when answering the questions (the bell ringer acts as the responder) discuss in groups, and answer the questions in the form of answering questions after the discussion. (Students discuss in groups)
Fourth, show the results:
The students spoke enthusiastically and answered fiercely.
1. What is a biological intruder?
Biological invader refers to a creature who originally lived in a foreign country and migrated to a new environment in an unnatural way, destroying a new ecosystem.
2. What are the hazards of biological invaders?
(1) has caused immeasurable economic losses to mankind. ② It poses a great threat to other species and species diversity in the invaded area.
3. What are the reasons for the increase of biological invaders?
4. Attitude towards biological invaders?
5. What countermeasures will people take?
(1) Intensify publicity to raise people's awareness of preventing "biological intruders". ② Strict entry-exit inspection and quarantine.
6. What is the order of this article? Description order:
The logical sequence of asking questions-analyzing problems-solving problems.
7. What explanation methods are used in this paper? Find out and talk about their expressive effects?
Examples, figures, metaphors, etc.
The first seven questions are simple. Students can find the answers in the textbook quickly and accurately, basically without the teacher saying too much.
The difficulty lies in questions 8 and 9, which need some guidance from the teacher.
Teacher's teaching 8: The natural reproduction and migration of biological species are very slow and limited by spatial span. But if this migration is caused by human cross-regional activities, the consequences will be unimaginable. Therefore, "human intervention" should be fully considered when preventing "biological intruders".
Teacher's teaching 9: The natural existence and development of living things have certain laws, that is, "natural selection".
Survival of the fittest. The species in a certain area are all part of the local biological chain and have been in a state of balance for a long historical period. If human intervention breaks this balance, it is equivalent to breaking the balance of the biological chain. If human intervention breaks this balance, it is equivalent to breaking the balance of the biological chain, which may have two consequences: one is to reach a new balance after a long time; The other is to produce "biological invaders", which will bring harm to local ecology and human life.
Extension 10:
After learning this lesson, who are the biological invaders around us? How to treat "biological invaders"? Students share the information prepared in advance with you. )
summary
Looking back at the full text, the author first leads to the topic: what is a biological intruder? (Explain the object) Reproduce the phenomenon: the harm of biological intruders, then explore the reasons, and finally write people's attitudes towards biological intruders and the measures taken. Basically, it is carried out in accordance with the logical thinking of asking questions, analyzing problems and solving problems. This order of explanation from phenomenon to essence is called logical order. In this process, examples, charts, metaphors and other explanatory methods are used.