"Why there are four seasons in a year" The Movement of the Earth PPT courseware

"Why there are four seasons in a year" The Movement of the Earth PPT courseware

Academic analysis:

1. Most students can think that the reasons for the four seasons are related to the relationship between the sun and the earth.

2. Most students have certain deviations in their understanding.

3. A small number of students suggested that it might be related to the angle of the sun, but they only remained at the level of vague speculation.

4. Students can analyze the situation of direct and oblique heating well.

teaching objectives:

Knowledge and skills: Understand the causes of the four seasons through simulation experiments. Continue to improve students' ability to collect data in experimental investigations.

Process and methods: Conduct simulation experiments based on the characteristics of the earth's revolution, measure changes in illumination angles, and combine the data to analyze the causes of the four seasons.

Emotions, attitudes and values: Experience the need for a rigorous and scientific attitude in experiments.

Teaching focus: Conduct simulation experiments based on the characteristics of the earth's revolution and measure changes in the angle of the sun's irradiation.

Teaching difficulties: Guide students to design measurement methods and standardize data collection in simulated experiments.

2. Discuss, analyze, and make conjectures

Changes in the distance between the Earth and the Sun create the seasons

Changes in the angle at which the sun hits the Earth create the seasons

Analysis assumptions:

Use the different shadow lengths collected by the solar clock to infer the different heights of the sun

3. Use simulation experiments to explore conjectures

1. Keep a solar clock and measure it once every season;

2. Check the data recorded by ancient people;

3. Measure the angle of the sun by simulating the Earth's revolution.

4. Group cooperation and simulation exploration

Student Activities

(1) Implement the experiment according to the plan;

(2) Collect measurement data;

(3) Analyze data and draw preliminary conclusions;

(4) Complete group cooperation self-evaluation.

Teacher activities

(1) Discover the creative points of the group;

(2) Pay attention to the weak links of the experiment;

(3) Monitor the participation level of members;

(4) Guide students to make measurement records.

4. Feedback and reporting, drawing conclusions

Guide students to understand the reasons for the changes in the four seasons in the experiment:

1. The earth’s revolution

2. Tilt of Earth’s axis

5. Expand and extend, in-depth after class

If we select two points like this on the globe and then perform simulations, what will we find?

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