2018鲁教版(五四)化学八年级6.3《大自然中的二氧化碳》word教学设计.pdf

鲁教版五四制八年级第六单元第三节大自然中的二氧化碳教学设计课标对本节内容的具体要求：二-一我们周围的空气3能结合实例说明氧气、二氧化碳的主要性质和用途.5了解自然界中的氧循环和碳循环.活动与探究建议辩论：空气中的二氧化碳会越来越多吗?氧气会耗尽吗?实验探究：呼出的气体中二氧化碳的相对含量与空气中二氧化碳相对含量的差异.课标解读：本节是课程标准一级主题“身边的化学物质”下的二级主题“我们周围的空气”中的内容.二氧化碳是空气的成分之一,含量虽少,但在自然界中有其存在的意义与价值,它的“生存与发展”状况会对自然环境产生一定的影响.二氧化碳是自然界中碳循环的重要物质之一,碳循环表达了二氧化碳的性质,通过对二氧化碳性质、用途的学习认识到只有合理利用二氧化碳并控制好二氧化碳的排放,才能实现人与自然和谐共处.学情分析：本节内容对学生来说比较容易接受,二氧化碳是空气的成分之一,而且二氧化碳在我们的日常生活中应用广泛,比较贴近学生的生活,对于二氧化碳的性质、用途学生已经有一些了解,因此学生对二氧化碳比较熟悉.第四单元已经系统地学习了氧气性质的探究以及自然界中的氧循环,这对二氧化碳的学习有一定的导向作用.本节的内容,对学生而言,难点是不能系统地了解二氧化碳的性质以及性质与自然界中碳循环之间的关系.学习内容分析：核心内容、学习价值、重点、难点学习价值：本节内容的着眼点并不仅仅在于让学生认识一种常见的化合物二氧化碳,更重要的是能让学生在认识二氧化碳属性的基础上,反观二氧化碳作为自然界中的物质之一,它的“生存与发展”状况是怎样的？它对大自然又有怎样的奉献和影响？从而让学生认识到只有合理利用二氧化碳并控制好二氧化碳的排放,才能维持自然界的生态平衡,实现人与自然和谐共处.并形成正确的资源观、发展化学的社会观、价值观.核心内容：自然界中碳循环原理与二氧化碳的性质和变化之间的密切关系.本节重点：一是通过探究二氧化碳的性质知道碳循环与二氧化碳的性质和变化之间的关系；二是二氧化碳的用途.本节难点：通过探究二氧化碳的性质知道碳循环与二氧化碳的性质和变化之间的关系.文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 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ZR6N3K7D1J7学习目标1.通过列举二氧化碳的循环途径和大气中含量变化,了解自然界中碳循环规律和重要作用,理解大气中二氧化碳含量变化对气候产生的影响,意识到维护生态平衡、人与自然和谐相处的重要性.2.通过交流和探究,能了解并表示二氧化碳的主要性质与变化并理解二氧化碳的性质与自然界中碳循环的关系.通过结合二氧化碳的性质列举二氧化碳的用途,形成物质的性质决定物质的用途这一理念.3.通过分析、加工处理大气中二氧化碳含量变化和自然界中碳循环的图片,提高获取信息的能力.通过探究活动,体会控制变量、比较与比照、预测、推理等科学方法,发展科学探究能力.通过交流认识合理使用二氧化碳与控制二氧化碳排放的辩证关系.形成正确的资源观、发展化学的社会观、价值观.教学评价设计以自主学习和小组合作为基本课堂模式,通过独立思考,合作学习,交流展示等形式将学生自我评价,相互评价和教师评价作为定性评价.通过设计与教学目标一致的课堂检测作为定量评价.为学生提供充分的展示时机和多样化的评价,保障学习目标的完成.文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 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HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7教学过程设计教学内容教师活动学生活动设计意图导入提出问题：二氧化碳是我们熟悉的化学物质,同学们有没有想过如果占空气体积0.033%的二氧化碳消失会对我们的生活产生怎样的影响？明确目标：由此可见二氧化碳对我们的生活有着重要的作用.本节课我们就从化学的视角认识大自然中的二氧化碳.请同学们阅读导学案本节课的学习目标和小组活动要求 PPT展示,对于目标中不理解的地方可以用笔圈起来.(板书)思考并交流阅读导学案本节课的学习目标和小组活动要求让学生认识到二氧化碳含量虽 少,但是 对生产生活起到重要的作用.通过阅读明确学习目标和小组 活 动要求,确保活动有序高效的进行.探 究 活动 一：二 氧 化碳 的 循环提出问题：自然界中的二氧化碳会不会随着植物的光合作用而被完全消耗呢？为什么？提出问题：和自然界中的氧循环一样自然界中也存在着二氧化碳的循环.那么二氧化碳是思考并交流自主完成后小组内引起学生的思考,二 氧化 碳不 只 是 被 消耗,还 有产 生途径.设置了三个小文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 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ZR6N3K7D1J7怎样循环的？完成导学案上的第一题.PPT展示组织交流提出问题：二氧化碳含量逐年增加会对自然环境产生怎样的影响呢？请同学们自读课本138 页三四自然段,并在小组内交流你的观点？归纳并提出新的问题：大部分科学家认为造成世界三大环境问题之一的温室效应主要是由于大气中二氧化碳含量的升高而导致的.我们可以通过低碳生活来减少二氧化碳的排放,什么是低碳生活呢？请同学们阅读课本 139 页多识一点.提出问题：从下面的视频中你能找出哪些低碳行为.看完后在组内交流,看哪个小组找到的最多？组织交流进行交流展示交流自读课本并在小组内进行交流听讲阅读观看视频小组代表交流听讲题目的让学生通过图片了解自然界中产生与消耗二氧化碳的途径以及大气中二氧化碳的 含 量特点,并依据二氧化碳循环途径数据分析出大气中二氧化碳含量 增 加 的 原因.通过观看视频并交流让学生认识到低碳就在 我 们身边,树立生活中低文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7归纳提升：我们同学平时都会将废纸或是矿泉水瓶进行回收这就属于低碳行为,所以低碳其实就在我们身边,希望我们同学在今后的生活中能够知行合一,为保持自然界中的碳循环平衡,减缓温室效应,做出自己的努力.碳的意识.探 究 活动 二：二 氧 化碳 的 性质海 水 中的 水 为什 么 能吸 收 二提出问题：物质的变化表达了物质的性质,自然界中的碳循环与二氧化碳的性质有密切的关系,探究物质的性质通常从物理性质和化学性质两方面入手板书：物、化.你对二氧化碳的性质都有哪些了解？PPT展示提出问题：根据交流思考海水中的水为什么能吸收二氧化碳,提出猜想？组织实验：如何证明我们的猜想,实验是进行科学探究的重要途径,如果二氧化碳能溶于听讲思考并交流思考交流分组实验了 解 学 生 已知,探 究学 生未知.引发学生的思考,初 步认 识到二氧化碳的循环与二氧化碳的性质之间存在着一定的文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7氧化碳?(二 氧化 碳 能溶 于 水吗？)海 水 中的 水 为什 么 能吸 收 二氧化碳?(二氧化碳 能 与水 反 应吗?)水,则会引起压强的变化,请同学们按照实验方案进行实验.PPT展示组织交流组织实验：CO2溶于水时有没有发生化学反应呢?按照实验操作进行实验.PPT展示组织交流提出问题：哪种物质使紫色的石蕊试液变红？根据矿泉水瓶中的物质提出猜想.演示实验：Y 形管两个分管分别放入石蕊试纸,将其中一个试纸浸湿,观察颜色;通入二氧化碳,观察湿润试纸与干燥试纸的颜色.提出问题：回忆整个实验过程每一次操作试纸的颜色有无变化,得到什么结论？归纳总结:CO2跟水反应生成碳酸H2CO3,使石蕊试液变红.演示实验：请同学们注意观察交流分组实验交流作出猜想观察实验完成导学案并交流书写方程式观察实验并思考关系.通过观察实验以及对实验现象 的 分析,学生能清晰地认识到使石蕊试液变红的是产生的一种新的物 质,间接 说明二氧化碳能与水反应.通过实验观察使学生得出二文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 ZR6N3K7D1J7文档编码:CN7G8Q8E9E2 HC10N5C10X3P2 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