基因操纵生物性状说课稿 2(国外英文资料).docVIP

基因控制生物性状说课稿 2(国外英文资料) 2, biological relative character refers to. Three, try to explore (the group of students look at the following content and statistics, answer in a minute) Character name The number of performance Double eyelid There is a double eyelid () person, single eyelid () person dimples There are dimples () people, no dimples () The earlobe There are earlobes (), no earlobes () The thumb bending The thumb can bend () the person, the thumb cannot bend () The tongue curled up The tongue can curl () and the tongue cant curl () The student observes the statistics, in this process the teacher USES the slide to give a certain hint rich shape type. (design intent: through the above observations and students discussion, to make the students develop the concept of traits) 4, happy self-study (reading the observation and thinking picture in textbook P25, think about the following questions) What is the red fruit and yellow fruit character of tomato? Is this trait the same organism? What is the analysis of the rose-crown and single crown of the chicken? Is this trait the same organism? What is the red fruit and yellow fruit character of tomato? Is this trait the same organism Analyzing rabbit white hair and black hair character is what? Is this trait the same organism (design intent: summarized the concept of biological traits of high difficulty for students, teachers should guide students to read the teaching material, extract knowledge from the teaching material, auxiliary students generalizations. Properties including three aspects of content, morphological structure characteristics, physical characteristics, behaviors, every aspect some examples, to deepen understanding.) In the process, guiding students to observe the picture shown in what kind of creature which character, make students realize the characters not only exists in the human body, also exists in the body of animals and plants. The different manifestations of the same character in the process. Try