Xiangyang no.40 high school Luo Jinjing

Teaching assumption

This lesson trains students to learn from the dominant features and bad details of things by classifying, identifying, distinguishing and applying six kinds of fabrics.

Understand and distinguish the characteristics of things from two aspects.

The first part, guide students to know the textile raw materials used in clothing fabrics, and divide fabrics into people according to the different textile raw materials.

Fabric (chemical fiber), plant fabric (cotton cloth, flax), animal fabric (wool, silk, fur). Purpose of classification

The purpose is to make it easier for students to find out the difference between different fabrics of the same fabric, and then distinguish and

Know the fabrics of all kinds of clothes.

The second part, guide students to find out the main characteristics of various fabrics through burning: the ashes of chemical fiber fabrics are

Black hard mass; The smell of burning plant fabric is the smell of burning paper, and the burning ash is powder; Animal fiber combustion

The smell of burning is the smell of burning hair, and the burnt ash is powder. By burning, students can clearly distinguish what it is.

It is a chemical fiber fabric, what is a plant fabric and what is an animal fabric.

The third part, let students use the methods of seeing, touching, rubbing and wiping to further distinguish the subtle differences between cotton cloth and linen, wool and silk.

Compared with flax, cotton fabric has finer fibers and softer texture. Wool is thicker than silk.

Yes, silk is getting lighter. Silk has a better luster and a softer and smoother texture than wool.

The fourth part, let students use what they have learned to identify clothes and fabrics, learn and use them flexibly, and make science closer to life. Some are more

For pure fabrics, students can easily distinguish them, such as cotton, silk and chemical fiber. In order to understand blended fabrics, students

There is still some difficulty, so this course will not be studied in depth.

Experimental device

Alcohol lamp, matches, scissors, plates, cloth ①, cloth ②, cloth ③, tweezers, magnifying glass, magnetic suction and wet wiping.

Cloth.

Teaching objectives

1. Knowledge and skills: 1. Understand the characteristics and uses of common fabrics.

2. Cultivate students' observation ability.

2. Process and method: Cultivate students' consciousness and spirit of division of labor and cooperation.

3. Emotion, attitude and values: stimulate students' interest in exploring the object of life-clothes, and realize that science is in me.

Around the children.

teaching process

Teacher: Class!

Student: Hello, teacher!

Teacher: Hello, class! Today, the teacher brought a fashion show to everyone. Do the students want to see it?

Health: I want to have a look.

Teacher: (playing video: children's fashion show)

Teacher: The clothes of fashion models are beautiful, and the clothes worn by students are also beautiful. But students all know that fashion designers do design.

What fabric will be used to make these clothes?

Health: cotton cloth.

Health: wool.

Health: ...

Teacher: Although the fabrics used to make clothes are dazzling, there are many names. But there are only five or six kinds of the most common and basic fabrics. Below/below/below

Let's learn about these fabrics.

Teacher: (uncover all kinds of fabrics in turn)

Teacher: I am familiar with this kind of fabric. It is made of flax.

Teacher: (multimedia presentation: flax)

Teacher: This is flax. After processing and spinning, the skin of this plant has become linen.

Teacher: Who knows what material cotton cloth is made of?

Health: cotton.

Teacher: Where is the cotton?

Health: Fruit.

Teacher: (Multimedia Presentation: Cotton)

Teacher: Who knows what raw materials silk is made of?

Health: Silk.

Teacher: Have the students ever raised silkworms?

Health: Yes.

Teacher: (Multimedia demonstration: cocoon)

Teacher: We know that silkworms will form cocoons after spinning. Silk is made from cocoons as textile raw materials.

Teacher: Who knows what material wool is made of?

Health: animal hair.

Teacher: (Multimedia demonstration: shearing wool)

Teacher: What are the uncles and aunts doing in the picture?

Health: Kill sheep.

Teacher: Oh! Not so bloody. My uncle and aunt are shearing wool.

Teacher: People use animal hair, usually mammalian hair, as textile raw materials to produce wool.

Teacher: Who knows what raw materials fur is made of?

Health: the skin and hair of animals.

Teacher: (multimedia presentation: fur)

Teacher: fur looks beautiful and feels good. But fur is bought with animal life, in order to protect animals.

Things, we try our best to use fur as the fabric of clothes. If you already have fur coats, please take care of small animals.

Take care of your clothes.

Teacher: Who knows what chemical fiber is made of?

Health: ...

Teacher: If the students don't know, can the teacher introduce them?

Health: Good!

Teacher: Chemical fiber is made of petroleum, coal and other mineral resources after refining and processing, and then through chemical synthesis.

Clothing fabrics.

Teacher: The students have a preliminary understanding of various fabrics. If you are asked to classify these fabrics, students should figure out what to do.

Sample point?

Health: Cotton and linen are plant fabrics, wool, silk and fur are animal fabrics, and chemical fibers are man-made fabrics.

Teacher: Students will divide common clothing fabrics into three categories. Similar fabrics will definitely have some similar characteristics, but the fabric types are different.

There must be a difference. Let's study these fabrics together. Please take out the experimental materials from the drawer.

Look at your cloth.

Teacher: Can you tell me what kind of cloth you have?

Health: cotton and linen.

Teacher: How do you know?

Health: There is a label on the cloth.

Teacher: The fabrics that students get are all labeled. At the end of this class, the teacher will give you something unmarked.

Are students confident that they can identify fabrics by themselves through what they have learned in this class?

Health: Yes!

Teacher: Good! If I have confidence, I'm sure I can learn well.

Teacher: Now, please think about it. How are you going to study these fabrics?

Health: burns.

Teacher: What happens when the fabric burns?

Health: There will be flames when burning.

Health: It will burn with ash.

Health: It tastes good when burned.

Teacher: Guess, students, what's the difference between the ashes produced after burning?

Health: Some ashes can be crushed, and some ashes cannot be crushed.

Teacher: What's the difference in smell when burning?

Health: ...

Teacher: Now let's do a division of labor, one, two and three groups. The fabrics you get are cotton and linen. Please study cotton.

Characteristics of cloth and linen. Group 456, the fabrics you get are silk, wool and fur. Please study silk.

Characteristics of wool and fur. Group seven or eight, the fabric you got is chemical fiber. Please study the characteristics of chemical fiber. Teacher: Before we begin to explore, the teacher will ask a few questions:

1. Pay special attention to safety when using alcohol lamps. There is a wet rag on the table. If alcohol is accidentally spilled, please use it in time.

Wipe it out.

2. When burning cloth, please cut off a small piece of cloth and hold it with tweezers to burn.

3. Catch it on a plate when burning, and please throw the ashes on the plate after burning.

Can students do the above?

Health: Yes!

Teacher: Please start the experiment now.

Health: (asking)

Teacher: (patrol, guide)

Teacher: Please turn off the alcohol lamp after the experiment. See which group of students sit first?

Teacher: Please report the experimental phenomenon to the first group of students. Please listen carefully to the students in other groups and see if their experimental phenomena have anything to do with you.

What's the difference between ours?

Health: The fabrics we study are cotton and linen. When cotton cloth and linen are burned, they smell a bit like burning paper.

The ash in the back is powder.

Teacher: Do two or three groups have different opinions?

Health: No.

Teacher: Please report the experimental phenomenon to the students in the fourth group. Students from other groups please listen carefully.

Health: The fabrics we study are silk, wool and fur. When silk, wool and fur are burned, they smell a bit like burnt heads.

The smell of hair, the ashes after burning are powder.

Teacher: Do the five or six groups have different opinions?

Health: No.

Teacher: Please report the experimental phenomenon to the students in Group 7. Students from other groups please listen carefully.

Health: The fabric we study is chemical fiber, and the ash after chemical fiber burning is hard.

Teacher: Through the above exploration, if the ashes of a fabric are hard after burning, what fabric will it be?

Health: chemical fiber.

Teacher: (removing the chemical fiber) Let's move the chemical fiber to one side.

Teacher: If a fabric smells like burning paper when it burns and the ashes after burning are powder, what fabric will it be?

Fabric?

Health: plants.

Teacher: If a fabric smells like burning hair when it burns, and the ashes after burning are powder, what fabric will it be?

Health: animals.

Teacher: Among animal fabrics, we can recognize one at a glance. What's the name of this fabric? Health: Fur.

Teacher: (Removing fur) Let's move the fur aside.

Teacher: Now there are only four kinds of fabrics left on the blackboard, and our research scope is further narrowed. We can clearly distinguish whether a fabric belongs to an animal or a plant, but for fabrics belonging to plants, their burning ashes are all powder, and their smell is close to the smell of burning paper, belonging to animals, and their burning ashes are all powder, and their smell is close to the smell of burning hair. Judging from the combustion alone, it seems a bit difficult to distinguish. Please turn off the alcohol lamp.

Teacher: Students are thinking while collecting alcohol lamps: What other methods can we think of to study the fabric of clothes? Health: ...

Teacher: Think about how mothers often distinguish fabrics when they go shopping for clothes.

Health: Touch.

Health: Look.

Health: Knead.

Health: ...

Teacher: Next, we continue to learn the fabric of clothes by touching, rubbing and looking.

Teacher: Please ask the team leader of 1234 to collect the inquiry materials.

Teacher: Please ask the group leader of 5678 to collect the inquiry materials.

Teacher: 1234 students received cotton cloth and linen. Would you please study the difference between cotton cloth and linen? Teacher: The students in Group 5678 received silk and wool. Please study the difference between silk and wool. Teacher: Now let's start the experiment to see which group of students finish the task first.

Health: (asking)

Teacher: (patrol, guide)

Teacher: Well, the experiment is over. Please stop. Each group reports the experimental phenomenon. The students in the first group report first. Health: We found that cotton is soft and flax is hard.

Teacher: Do other groups have anything to add?

Health: We found that the grain of cotton is more delicate, and the grain of flax is rougher.

Teacher: If you want to make a pajamas, would you choose cotton or linen?

Health: cotton cloth.

Teacher: Why?

Health: Because cotton cloth is soft and delicate, it is more comfortable to wear next to the body.

Teacher: Next, please report to the fourth group.

Health: We found that silk is soft and wool is hard.

Teacher: Who has anything to add?

Health: We found that silk is thinner and wool is thicker.

Health: We find that silk is smoother and wool is coarser.

Teacher: If your mother wants to make a skirt, do you suggest that her mother use silk or wool?

Health: Silk.

Teacher: Why?

Health: Silk is light, soft, breathable and cool to wear.

Teacher: If your father wants to make a coat, do you suggest that he use silk or wool?

Health: wool.

Teacher: Why?

Health: Wool is thicker and warmer.

Teacher: Students already know the characteristics of various fabrics through research. If you are given some fabrics now, can the students identify them by themselves?

Health: Yes.

Teacher: OK, now please come to the front to collect materials and see which group will identify first.

Health: (recognition)

Teacher: (patrol, inspection)

Teacher: OK! Please raise your hand after the evaluation!

Student: (Raise your hand)

Teacher: Please tell the students in the second group what kind of cloth you got.

Health: cotton cloth.

Teacher: How did you identify it?

Health: The cloth we took smells like burning paper when it burns. The burnt ash is powdery, the fabric feels soft and the grain is fine, so we think it should be cotton.

Teacher: Please tell the students in Group 4 what kind of fabrics do you have?

Health: chemical fiber.

Teacher: How did you identify it?

Health: The burnt ashes of the fabrics we photographed are all lumps. So it should be chemical fiber.

Teacher: Please tell the students in Group 6 what kind of fabric have you got?

Health: Silk.

Teacher: How did you identify it?

Health: The fabric we take smells like burning hair when it burns. The burnt ash is powdery, and the fabric feels soft, smooth and light. We think it should be silk.

Teacher: If students go to buy clothes now and illegal traders pretend to sell you silk fabrics, will you be fooled?

Health: No.

Teacher: Through the study of this class, the students have learned useful knowledge, and the teacher is happy for everyone. With the progress of science and technology, clothing fabrics are changing with each passing day. One fabric is very strong, and the clothes made are bulletproof vests, and the other fabric is edible. On the battlefield, when there is a shortage of food, a piece of clothing can meet the soldiers' rations for a week. There is also a kind of fabric that can change color with the change of surrounding environment, like a chameleon. Isn't it interesting?

Health: Yes.

Teacher: There are many interesting things about clothing fabrics. Do you want to know?

Health: Yes.

Teacher: After going down, students can find more interesting clothing fabrics online.

Teacher: Class is over!

Health: Goodbye, teacher!

Teacher: Goodbye, class!

Teaching reflection