Science activity teaching plan 1 activity goal:
1. The children try to connect the train in their own way and experience the happiness of success.
2. Cultivate children's curiosity about things and be willing to explore and experiment boldly.
3. Willing to try boldly and share experiences with peers.
4. During the activity, let the children experience the joy of success.
5. Stimulate children's interest in scientific activities.
Activity preparation:
Digital train (3 sets), one set of green watermelon train, one set of Huang Xiangjiao train, one set of red train and one set of foam train (each with more than 10 sections); Caves, tracks and landslides made of milk boxes; Ropes of various materials (different colors, textures and thicknesses).
Activity flow:
1. The teacher guided the children to participate in the activities by driving a train.
Children choose the train according to their own needs.
3. Let the children find their own way to connect the car. Teachers should focus on observation and give timely guidance. Some children may connect irregularly, or the train color and rope color are connected in pairs, or the two colors are connected regularly.
4, children can pull the train to drill the cave, cross the rails to let children imitate life, and express where the train is going in words.
5. Let the children compare the lengths of trains.
Activity suggestion:
Teachers should intervene in time to guide and improve their experience, but don't force it.
Activity reflection:
This scientific activity is very interesting. Not only because it has an interesting story, but also a colorful atlas, which is a double enjoyment for children.
Design intention of scientific activity lesson plan 2:
Inquiry activity is a developmental activity of children's spontaneous, independent learning and free expression. Active and effective teacher-student interaction can constantly stimulate children's desire to explore. The age characteristics of small class children determine that their understanding and judgment of things are often limited, and the teacher is their guide, listener and promoter at this time. Children in small classes are young, interested in colorful, noisy and moving objects, and like to fiddle with them repeatedly. In addition, children's hand-eye coordination ability is weak, so choosing this activity can develop children's hand muscles and hand-eye coordination ability. It also stimulates children's interest in participating in activities through activities. So I chose the activity of "singing a bottle doll".
Activity purpose:
1. Try to make the bottle sound by operation. Interested in exploring sound.
2. Actively participate in activities and experience the fun of activities with peers.
Activity preparation:
Material preparation: 1. Courseware. 2. Soybeans, rice, sand, light foam, rags and cotton; Everyone has an empty mineral water bottle and a spoon. 3. Each person has a baby bottle doll card; Wall charts of soybeans, rice, sand, light bubbles, rags, cotton, etc.
Activity flow:
First of all, the teacher led the children into the venue and found a place to sit down with the music of rustling in the spring rain.
Teacher: Little friend, what song did you and Mr. Wu sing just now? (Spring Rain sasha vujacic) Everyone sings very well. Do the children remember what percussion instrument we used to accompany this song? (Sand ball) Are we going to accompany us with sand balls today? But there is only one sand ball in our class. What shall we do, son? Think about what is the best way. (Children speak freely)
(analysis: children use their existing knowledge and experience to develop their imagination freely. )
Second, play the courseware,' Bottle Doll': "I also have an idea! I also have an idea! "
Teacher: "Hey, who's talking?"
Bottle doll: "it's me, it's me, I'm a bottle doll, and I brought many friends."
Teacher: "Bottle doll, do you have any good ideas?"
Bottle doll: "Don't underestimate me, children. I can make a nice sound like a sand ball by twisting my body. "
Teacher: "Wow, then we welcome a doll to perform for us."
(Video: Baby Bottle Twist)
Teacher: "Hey? Why is there no sound? "
Bottle doll: "well, I'm hungry now." I have to ask my child to feed me something so that my body can make a nice sound. "
Analysis: I have a conversation with the teacher by playing the cartoon of the bottle doll. This kind of dialogue is just like a child answering a teacher's question in class. Very close to children's life, in line with children's age, can effectively stimulate children's interest. Let the baby nurse the bottle doll, let the bottle doll make a sound in its belly, and naturally enter the next link. )
Third, guess what will make a sound in the baby's stomach.
1. Show the wall chart. Let the children put the cards on the wall chart according to their guesses.
2. Children's operation, the teacher summarizes the children's guess results.
(analysis: the display of various items in the wall chart attracts children's attention. By letting children guess and operate, it increases the interest of the activity and paves the way for the next activity.
Fourth, stimulate interest and let children explore together.
The teacher uses language to stimulate children's interest in operation: let's "feed" the bottle doll with cotton, soybeans, sand, etc. Serve the table, and the bottle doll will "sing" after eating.
1. Introduce materials and operating procedures.
2. Explain the precautions. Children can freely choose the operating materials and "feed" the baby bottle with a spoon.
3. Children's operation and teacher's guidance.
(Analysis: In view of the learning characteristics that kindergarten children like to explore, considering the key to the development of children's small muscle movements, the details of screwing the bottle cap are incorporated in this link. To feed the baby bottle to eat "things", you must first unscrew the bottle cap, then put peas and sand from the bottle mouth, and then tighten the bottle cap after feeding the baby bottle. During the activity, the children tried to feed all kinds of things into the "belly" of the bottle doll through their own operation and exploration. In the process of repeated operations, children not only know what sound the bottle doll will make, but also know how to put things in the bottle and take things out of the bottle. The children can't wait to shake the bottle after feeding the baby bottle. They were very excited when they heard the bottle doll "sing". Children are not only stimulated by their brains, hands and ears, but also feel the joy of success. There are many gains. )
Fifth, exchange and share.
1. Teacher: "What did you put in the bottle? Did the doll make a sound?
2. Organize children to exchange and share. Show flip charts. According to the children's guess and operation, sum up what will make a sound when put in a bottle and what won't.
(Analysis: Children have experienced the magic and fun of scientific activities through guessing and verification, and are willing to share the joy of success with others. )
Sixth, the end: In music, let the children shake the bottle dolls to accompany the music "Spring Rain in sasha vujacic".
1. Teacher: "Bottle doll helped us a lot today. Let's thank a doll. (Playing courseware) Bottle doll: "You're welcome, you're welcome. "
Now, children, each of you has a "sand ball" in his hand. Let's use the sand ball to accompany "Spring Rain sasha vujacic".
2. The whole class sings together, accompanied by "Sand Ball".
(analysis: this link allows children to relax and re-experience the happiness of the activity. The music started, and the children moved happily with the teacher, shaking the bottle dolls in their hands. )
Seven, activity extension: please take the bottle home and see what else will make a nice sound when fed into the bottle.
(Analysis: This link is to review and consolidate the teaching of young children. It is to integrate the effect of teaching into children's daily life and inspire children to explore and discover the mysteries of things around them. )
Scientific activity teaching plan 3 activity objectives:
1. Know five fingers and know their names.
2. Experience the fun of hands-on operation through hand-to-hand pairing games.
Key points and difficulties:
Know the names of five fingers
Activity preparation:
1. Finger dolls: father, mother, grandfather, grandmother, baby (one for the teacher to demonstrate and the other for the baby's hand to play a matching game).
2. Background map of the house.
Activity flow:
First, situational introduction.
Teacher: Children, today I will take you to a place to be a guest. Look, whose home is this? Let's knock on the door and come in Knock, knock, knock, knock. The door opened. Oh, it turned out to be a small-handed family.
(Show me the hand with fingers)
Second, know the five fingers and get a preliminary understanding of their names.
1. Teacher: Look, who lives in Little Hand's house? (Grandpa, Grandma, Dad, Mom, Baby)
2. Introduce the fingers with obvious characteristics (thumb, middle finger and little finger).
The teacher took off the finger that Grandpa put on his thumb and asked, Which finger does Grandpa live on?
Teacher: What does this finger look like? (short and fat)
Grandpa lives on a short, fat thumb. We call him Grandpa Thumb. Where is your grandpa thumb? Say hello!
Teacher: Where does the baby live? What does this finger look like? (tiny)
Babies live on slender little fingers. We call it little finger baby. Where's your little finger baby? Say hello!
Teacher: How about Dad living on this finger? (high)
Dad lives on the high middle finger. We call him middle finger dad. Where's your middle finger dad? Say hello!
Teacher: Mom lives on her ring finger. We call her ring finger mom, and grandma lives on her index finger. We call her index finger grandma.
Third, consolidate the understanding of five-finger names through matching games.
Teacher: Where are the children's little hands? Let your grandfather, grandmother, father, mother and baby live in their own hands!
(Guide the children to say: * * live by * * fingers, and wear fingers at the same time)
Teacher: the little hand family lives together (fingers crossed)
Teacher: In the morning, Father Sun came out. Let's wake up our little hands!
Grandpa Thumb woke up. ......
Teacher: Everyone is awake. It's time for exercise: grandpa's thumb bends and bends, grandma's forefinger bends and bends, dad's middle finger nods, mom's ring finger twists, and the baby's little finger jumps.
Fourth, the ending part.
Teacher: I'm so tired after exercise. Let the small family have a rest.
The thumb fell asleep, the index finger fell asleep, the middle finger fell asleep, the ring finger fell asleep, and the little finger fell asleep. ......
Scientific Activity Teaching Plan 4 [Activity Objectives]
1. Explore the rolling (sliding) of different objects.
2. Cultivate children's spirit of active participation and willingness to explore.
[Activity preparation]
1, cardboard, small basket, marker box.
2, round, cylindrical, square and other shapes of goods.
[Design concept]
The children in our small class are young and the class size is large, with 40 children. There is also a lack of teachers in group activities. In this case, my starting point is that the design of the activity should be considered comprehensively to avoid uncontrollable situations and let the activity proceed in an orderly manner. It is also necessary to give full play to children's autonomy, so that children can actively participate and learn. So I start with the details and pay attention to the mobilization of teachers' language and the flexibility of methods. Although the experiment focuses on the teacher's operation, I encourage children to observe and speak freely, make full use of what children are familiar with in life, stimulate their enthusiasm, and complete the scientific exploration activities of small class children.
[Activity Flow]
I. Import activities
Lead the children to sing the song "Little mouse, get on the lampstand". Please learn that mice come from how i roll. Take advantage of the simplicity of the task here to give more opportunities to children who are not performing well.
Some children learn to do the actions taught by the teacher, and some children are ready to imitate the appearance of rolling on their heads. I'm here to let the children know what "rolling" is in time.
Second, guessing activities.
Language introduction: the little mouse said, don't laugh at it. In fact, not only mice will roll down, but many things will roll down. Check it out if you don't believe me. Show the slope made of cardboard with a colored pencil box. Display various items. Let the children guess which items will roll down the slope and which will not. According to the children's guess, the teacher put the items that will roll down and the items that won't roll down in two small baskets respectively.
(Activity record: When children begin to guess, they first choose a round object. When I found that it was still very simple for young children, I began to let the children who didn't raise their hands guess. Unexpectedly, in the absence of a round object, the child quickly chose a cuboid. So, the children behind him began to choose other shapes without hesitation. Until all objects are selected as scrollable objects. )
Here, I pay more attention to control myself not to show a surprised tone, for fear of affecting my child's guess. I don't think I know enough about this result. The first choice of circle is based on certain experience, but this experience is not certain and perfect, so we will choose other shapes with the flow.
Teaching plan for scientific activities Chapter V Educational objectives:
1. Understand the growth process and basic characteristics of chickens by observing pictures.
2. Further study According to the teacher's questions, express the contents of the pictures you see.
3. Willing to express the growth process of chicken with body movements and cultivate imagination and creativity.
Activity preparation:
1, a piece of music,
2, children's books, teaching wall charts 60-26, exercise books.
Activity flow:
First, the import part.
1, the teacher makes the chicken "Ji Ji" to stimulate children's interest in activities.
Teacher: Can you guess what kind of animal this is?
Second, the newly awarded part.
1, guide children to observe the pictures one by one to understand the growth process of chickens.
Teacher: Do you know how chickens come from? How do eggs become chickens?
Teacher: Let's see who is hatching eggs. (Mother Hen)
Teacher: What happened to the egg? (cracked, cracked)
Teacher: How can an egg break? Who's in there? (There is a chicken in the egg)
Teacher: What did the chicken peck out of the eggshell? The chicken pecked through the eggshell with its mouth.
Teacher: Did you see that chicken? The eggshell cracked. Is its body inside or outside the eggshell?
Teacher: Wow! The chicken pushed open the eggshell and came out. Let's take a closer look at what its eyes look like.
Teacher: The chicken stands up. Where are the feathers? What is it like? Let's learn from crows.
2. Guide children to know what a chicken looks like when it grows up, and know the difference between it and roosters and hens.
Teacher: Children know what chicks look like when they grow up. (Some grow into cocks, some grow into hens)
The teacher concluded: chickens can't be distinguished when they are young. When they grow up, some grow into cocks and some grow into hens. The cock has a larger comb and a longer tail, while the hen has a smaller comb and a shorter tail.
Teacher: What's the difference between a chicken and a cock? How does the rooster crow?
Teacher: What's the difference between a chicken and a hen? What did the hen say?
Third, the game; The chicken has grown up.
Game play;
Children use music to show the growth process of chickens, and teachers use words to remind them. Finally,
When the teacher says, "The chicken has changed, changed, changed", the child becomes a rooster or hen by action or voice.
Effect analysis:
The design idea of scientific activity teaching plan 6;
There are many things that children are familiar with in real life, which contain profound scientific truth. Let children experience science and explore science in doing, thinking and doing. Cultivate children's scientific literacy from an early age.
1, children's science education is the scientific enlightenment education, focusing on stimulating children's desire to explore, let them experience the fun of exploration and discovery, and understand the methods of scientific inquiry.
2. In the production process, we also encourage children to communicate with their peers. On the one hand, it can deepen children's understanding of science and systematize perceptual knowledge. On the other hand, it can let children experience the fun of success while exchanging experiences. Stimulate new interest and desire in exploration, and make study and life develop in depth.
Activity objectives:
1, willing to explore, and can actively participate in activities and boldly innovate.
2. Through hands-on operation, explore whether the paper table can stand up and stand stably.
3. Experience the fun of success through exploration.
Activity preparation:
Paper, glue, building blocks
Activity flow:
First of all, children try to make paper tables with their own experience and explore the reasons why paper tables can stand up.
1, which leads to the topic of making paper tables.
Teacher: "What can paper do?" Children are free to answer. (Bring up the topic of making paper tables. )
2. The teacher briefly introduced the making method of paper table.
Teacher: "First, use one piece of paper to make a table top, then use the other four pieces of paper to make paper tubes to make table legs respectively, and then stick the table top and table legs firmly."
3. Children's production.
The teacher encouraged the children to use their brains actively and make bold moves in the activities. Teacher: "Look at the table we made. What's the difference? "
Children discuss and communicate.
4, children's operation.
(1) Guide the children to find reasons for the table that can't stand up.
Teacher: Can your desk stand up?
Children's experiment
(2) Guide children to observe, compare and explore the influence of the height and thickness of the table legs on the stability of the table.
Second, children combine their own experience and learn from the strengths of their peers to explore ways to make a stable table.
1, the teacher briefly summed up the way that the table can stand stably, and inspired the children to make another stable table.
2, children's second production, the teacher encourages children to be bold and innovative in activities, and try to make the legs of the table shorter and thicker.
3, children briefly introduce the production method, deepen the understanding of the table standing smoothly.
Teacher: "Is your desk standing steady? Why? "
4. Encourage children to explore further.
Teacher: "Can you put something on your desk?" Try it, son.
Third, guide the children to put the building blocks on the desk and experience the pleasure of success. Explore the endurance of different legs.
1, the children put the building blocks on the table.
Teacher: "Can you put the building blocks on the table?"
2. Children play with building blocks. Guide children to put as many blocks as possible.
3. Through the competition, guide the children to explore the influence of different legs at the same table on the bearing capacity of the table with questions.
Teacher: "Who put more building blocks?" "What's so special about his desk?" "How do you know?"
Fourth, activity extension.
1. Visit the furniture city and observe all kinds of tables. Think about the beauty of furniture and bring the experience of visiting to the activity. Make a beautiful table.
2, regional activities, continue to "paper table" production. Explore the influence of other factors on the firmness of the table, and make the table with other materials with the help of parents.
Precautions:
1, prepare some towels for the children in case the glue gets all over their hands.
2. In the process of playing with building blocks, you must pay attention to safety. When you put the building blocks, you must put them slowly. Don't let the paper table bear too much and make the table go bad.
3. During the activity, some children may do it faster. Teachers must make arrangements for those children who are capable.
Knowledge background:
1, children have mastered some general characteristics of paper.
2. Let the children understand the principle of balance and know that the table must be balanced if it can stand firm.
Scientific activity teaching plan 7 activity objectives:
1. Understand the commonly used Chinese herbal medicines and know that they can cure diseases and strengthen the body.
2. Feel the magic of traditional Chinese medicine culture in China.
3. Cultivate children's curiosity about things and be willing to explore and experiment boldly.
4. Learn to record your findings in various forms such as language and symbols.
5. Stimulate children's willingness to explore the fun of scientific experiments.
Activity preparation:
Knowledge and experience preparation: Young children already know some common plants.
Material preparation: pictures of Chinese herbal medicines.
Focus of activities:
Classification of plant Chinese herbal medicines
Activity flow:
1, scene performance "Hospital"
The teacher decorated the patient with a cough and then went to see the doctor. The patient can't take western medicine. The child decorated the doctor with a Chinese herbal medicine "Chuanbei Zhike Dew", and the patient felt much better.
-Children, do you know what the doctor prescribed for me?
2. Perception and understanding
Thanks to the prescription of Chinese herbal medicine prescribed by the doctor, my illness was cured. Many Chinese herbal medicine friends came today. Do you know them in your own way?
Step 3 discuss and tell
Who can tell us which Chinese herbal medicine friends you know? Children tell stories, and teachers show pictures or objects.
-How do you know? What is the magical effect? (Children discuss and tell)
I don't understand some Chinese herbal medicines. Who are they? (The teacher shows the children the unheard-of things, such as honeysuckle and gastrodia elata. ).
-It turns out that these magical Chinese herbal medicines, such as Ganoderma lucidum, ginseng, Fritillaria cirrhosa, honeysuckle, etc., can cure diseases and nourish the body. They are really useful!
4. Activity expansion
-What else do you want to know about such an interesting Chinese herbal medicine? (Children ask questions, discuss and solve)
-Then I will test you, too. Do you know who first discovered Chinese herbal medicine? What else is magical about Chinese herbal medicine? Let's listen to the doctor's introduction!
Activity reflection:
Scientific research should start with the things around children, guide children to pay attention to the surrounding life and common things, and discover the fun and mystery, which is conducive to stimulating children's curiosity. This activity starts with several common Chinese herbal medicines that children are familiar with, and stimulates their desire to explore. By visiting physical objects, watching courseware and other forms, children can learn about Chinese herbal medicines step by step, so as to achieve the purpose of the activity.
In daily life, children are very interested in things around them and often ask "why". In planting areas and natural corners, children often find that plants will wither without watering, but after watering, the leaves of plants will slowly stretch and be watery. Why can the leaves of plants absorb water when watering? This is a common capillary phenomenon in life. I designed this activity to catch children's interest, to stimulate children's interest in exploration through game activities and observation activities, to make children feel the ubiquitous capillary phenomenon around them, to cultivate children's interest in scientific activities, and to develop children's observation ability and hands-on operation ability in activities.
Activity objectives:
1. Let children intuitively perceive the capillary phenomenon in life through game activities.
2. Cultivate children's observation and practical ability.
Activity preparation:
1. Towels, sponges, cloth and other absorbent materials and several plastic pots (of different sizes).
2. Red, yellow, blue, green water and red ink, Chinese cabbage leaves, several thin tubes (medical blood collection tubes), biscuits, chalk wool, etc.
3. A paper tree made of drink bottles and white crepe paper, and several small plastic bowls.
4. Pictures (some plants absorb water with their roots).
Activity flow:
1. Set the game environment and provide materials for children to find that these materials can absorb water in the game.
1. game: use the materials provided by the teacher to guide the children to help the water move.
The teacher asked a question: "How to make the water in a small basin live in a spacious big basin", which led to the game and explained the rules: use the things in the basket to help the water move without dumping.
2. Say, "How do you help the water flow?"
Encourage young children to tell how they did it.
Summary: These things can help water move, and they can absorb water.
3. Think about it: "What else can absorb water?" Cotton, paper, plants, etc. )
Two.
Teachers set doubts to stimulate children's desire to explore.
1. "Can the tubule absorb water?" Please have a try. Absorb colored water with a small tube. When a small tube touches water, it can absorb water.
2. Can Chinese cabbage, chalk wool, biscuits and cloth absorb water? Encourage young children to try.
3. Children's communication.
4. Encourage children to look for the thin tubes in cabbage, and you can see very clear red thin tubes when you open the vegetable basin.
5. Summary: After these things are put into water, there are "thin tubes" in them that can absorb water, and some of them are very small and thin, which is not easy to see. With these small tubes, towels and sponges can absorb water.
3. Think and play.
1. The teacher has doubts: How to turn a paper tree into a colorful tree? The teacher should affirm the child's thoughts and guide the child to think: "Can you let the small tubule in the paper help absorb colored water?"
2. Children operate by themselves and turn the paper tree into a colorful tree.
4. Take a look.
Let children observe the pictures in the environment at will, and use red ink to meander like a red line on carrots, lettuce, cauliflower, lettuce and other vegetables to understand the ubiquitous capillary phenomenon in life. Encourage children to go home, do a small experiment of radish absorbing red ink with their parents, and observe the "small tube" on radish together.
Attached:
Knowledge background:
Capillary: refers to a tube with a very small inner diameter. Usually, tiny gaps in objects are also considered as capillaries, such as gaps between fibers of gauze, towels and absorbent paper.
Capillary phenomenon: the alcohol in the alcohol lamp is ignited by the cotton yarn lamp belt; The cup on the table was knocked over. Put a rag on it and the water will soon be sucked up. These are common capillary phenomena in life. Plants absorb water through roots, and then transport it up to leaves and flowers through many extremely thin pipes, which is also a capillary phenomenon. The water in the deep soil rises to the soil surface through the capillary action of the soil, which keeps the soil surface moist.
Insert a tube with a very thin diameter into the liquid. When the cohesion of the liquid is greater than the adhesion, the liquid level in the pipe drops and the surface bulges. When the cohesion of the liquid is less than the adhesion, the liquid level in the pipe rises and the surface is sunken.
Scientific activity teaching plan 9 activity objectives:
1 You can actively discover the secrets in the magic table by using the experience of correlation numbers.
Try to play digital magic games and experience the fun of counting activities.
Activity preparation:
Coins, magic digital watch, pencil and eraser, PPT, eye mask, and four sets of digital cards of 1-7.
Activity flow:
First, arouse interest and enter the theme of the activity.
1. Show Liu Qian's PPT and let the children discuss: Who is he? What is he doing?
2. The teacher's magic performance "Coin is gone"
3. Question: Is that magic real?
4. Summary: Magic shows are not all real. Every magic has a The Secret Behind. After the secret is revealed, we will become magicians.
Second, watch magic and reveal common sense.
1. Show the number table and the number plate of 1-7, and perform magic tricks.
1) Question: What is today's magic related to?
2) Magic show: The teacher draws a digital card, and the children don't say the numbers on the card. The magician asked, is there this number in the first line of the form? The answer is revealed: the playing card in your hand is ......
Step 2 act again. Let the child draw a digital card.
3. Let the children become magicians and perform magic.
1) Question: How did you feel after watching the performance? Is it true?/You don't say. /You don't say.
4. Children discuss freely: Where is the secret of this magic?
Record together, find the law and reveal the secret: the first number in the line where the target number appears is the target number.
Please invite some children to perform on stage.
6. Group performance and solo performance
1) Four people at the same table play this game to see who can become a magician first.
2) The teacher explains the rules of the game: find a good partner and discuss who will be a magician in groups of four. The magician should sit opposite the other three children and put on an eye mask. Children can take turns being magicians.
Three. abstract
1. Talk about the feeling of magic today. Although there are other ways to reveal the secret, the calculation method makes us feel the fastest. )
2. Only now, magic can only produce the number 1-7. Now I have a picture that can produce more numbers. Show PPT to children for observation. Can we play this magic trick next time?