Исследование по теме «Влияние химических продуктов на нашу жизнь» иобменяются мнениями с учениками других школ Сахалина и зарубежных школ по данной теме через систему Интернет
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Элективный курс Химия в нашей жизни
- Бұл бет үшін навигация:
- Календарно-тематическое планирование
- Lesson VI Lesson VII
- Lesson № 1 Step 1
- Lesson № 2 Step 1
- Step 5 Design a label which would be easily understood by a very young child. Step 6
- Step 3 Present a new chemical product. During your classmates presentations of labels fill the Presentations Checklist (Appendix I) Step 4
- Lesson № 4 Step 1
- Step 2 Make up a questionnaire for interviewing. H/w: Make an interview. Lesson № 5
- Lesson № 6-7 Step 1
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Выполнение исследования по теме «Химия в нашей жизни». Творческие задания выполняются индивидуально или в группах, все эти задания вместе составляют единое целое – Exchange form, составленную учащимися для обмена с разными школами России и зарубежных стран. Обмен информацией с другими школами. Календарно-тематическое планирование
Syllabus
Chemistry in our life. Lesson № 1 Step 1 Look at the drawing, labels of chemical products and say What uses of chemical products we find in our homes; What we use for each ways of usage. Use the phrase: We use ___________________ for ______________________ing. Step 2 Make a conclusion on the first task using the phrase: It is important to use ________________________________________________ because ________________________________________________________ Step 3 Read the labels from chemicals and fill the table:
Step 4 Look at the table and answer the questions: What origin are chemical products? What are most useful chemical products in our homes? H/w:
Keep a diary for a day noting; Make a survey of chemical products in your home and record your findind in a table:
Lesson № 2 Step 1 Look at the international set of symbols used to label chemical substances and answer the question: What do these symbols mean? Step 2 Read some containers of everyday chemical products and say Why this product is dangerous; What it contains; What it can do; What you should not do with it. Step 3 Make a conclusion using the phrase: Chemical products may be safe in ____________________ quantities but dangerous in ____________________________ quantities. Step 4 Write warning instructions using phrases: Danger: This product can… Danger: This product contains… Danger: do not… Step 5 Design a label which would be easily understood by a very young child. Step 6 Present your label. During your classmates presentations of labels fill the Presentations Checklist (Appendix I)
We wanted to make… We used… First…/ Next/ Then/ After that/ Finally… We tested the product by …ing This set of verbs may be helpful: Mix/add/pour/filter/cover/stir Heat/boil/warm/keep/remove … from heat/burn Chop/grind Soak/rinse/wash/dry Keep … away from … to … Collect/allow … to … Remove Step 3 Present a new chemical product. During your classmates presentations of labels fill the Presentations Checklist (Appendix I) Step 4 Answer the question: Why do people combine chemical substances? Lesson № 4 Step 1 Choose the topic for the interview: Chemistry then and now. A person involved in chemistry. Chemistry and the economy. Step 2 Make up a questionnaire for interviewing. H/w: Make an interview. Lesson № 5 Step 1 Read your notes and write a report using phrases: Chemistry then and now This is a person we interviewed … This the topic for the interview … This is the situation when the person was young … These are some of the change we were told about … This is what the situation is like no A person involved in chemistry. This is a person we are writing about … This is why we chose to find out about this person … This is the connection the person has with chemistry … This is how the work of the person has affected people where we life … This is the most interesting thing we have leant about this person … Lesson № 6-7 Step 1 Write Exchange Form Step 2 Send it.
Lesson № 8 Step 1 Read the information from other countries and answer the questions: Chemical products in our homes: What have you found out about the similarities and differences between the chemicals people use in their homes in different countries? What explanations can you suggest for the similarities and differences you have noticed? How do the standards of labeling vary from country to country? Are there differences across the world in the meaning of the term chemical or chemical substance? What strikes you about the chemical products made at schools? How similar and different are the methods and apparatus used in other schools to the methods you have used? Living with chemistry: What do you notice about the similarities and differences between the chemical stories that other students have written on their Exchange Forms? What do the stories tell you abut the attitudes of students to chemistry and chemical products?
How important does the chemical industry appear to be in the countries from which you have received Exchange Forms? What is the most unexpected or interesting piece of information you have found in the Exchange Forms? Step 2 Answer the question: How has your work on this topic change your knowledge, understanding and appreciation of chemistry? Appendix
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