Vegetable lesson plan for kindergarten middle class 1 activity goal:
1, know Chinese cabbage, carrots, tomatoes, celery and other vegetables.
2. Understand the health benefits of eating vegetables.
3. Guide children not to be partial or picky about food.
4. A preliminary understanding of vegetables.
5. Know that human body needs different kinds of nutrition.
Teaching emphases and difficulties
Teaching emphasis: Know that eating vegetables is good for your health.
Teaching Difficulties: Cultivating Children's Interest in Eating Vegetables
Activity preparation: 1, cabbage, carrots, tomatoes, celery and other vegetables. (raw and cooked. )
2. The child has a set of bowls and chopsticks.
Activity process
First, stimulate children's interest and introduce the theme.
Introduce the theme of the activity by letting the children taste various vegetables. (1) Today, the teacher prepared many kinds of vegetables for everyone. I want you to taste them and guess what they are. Summary: You just ate cabbage, carrots, tomatoes, celery and so on. They are all vegetables.
Second, introduce new courses.
1. Observe and know vegetables such as cabbage, carrot, tomato and celery. (1) Today, the teacher picked up a lot of vegetables from the ground. Do the children know these dishes? Have you all eaten?
Do you know the benefits of eating vegetables? Summary: Vegetables are rich in vitamins. If you don't eat vegetables for a long time, you will get "scurvy", which will lead to bleeding gums. And if you don't eat vegetables for a long time, your child will have difficulty defecating in the toilet. Do children still know what are the disadvantages of not eating vegetables? Children's discussion, summary: So children must eat more vegetables.
3. Explain the disadvantages of picky eaters and partial eclipse to children.
Third, children's activities.
1. Today, your family prepared a lot of vegetables for everyone. I want to invite you to taste them. I'll see if the child wants to grow up big, strong and tall.
Let the children tell each other what kind of vegetables you like and why.
Fourth, activity extension.
There are many kinds of vegetables, and different vegetables have different nutritional components. Eat all kinds of vegetables, and you need these nutrients for growth. Please go back and collect more knowledge about vegetables.
Kindergarten middle class vegetable lesson plan 2 activity goal
Learn several common vegetable names, such as "radish", "pepper" and "tomato".
I can express the vegetables I know in a short sentence: "This is … that is …".
Cultivate children's habit of listening carefully to teachers and peers.
Be able to speak boldly in front of groups, imagine positively and improve language expression ability.
Have a preliminary understanding of vegetables.
Teaching emphases and difficulties
Teaching focus: children say their favorite vegetables.
Teaching difficulties: the colors and shapes of several vegetables
Activities to be prepared
Vegetable pictures, vegetable items.
Activity process
(a) the beginning part
Do you like Lamian Noodles, children? What dishes do you have in Lamian Noodles? Look, Teacher Chen brought some baby dishes to the children today: (The teacher took out some pictures of common vegetables, such as "radish", "pepper", "tomato" and "potato". Please look and talk about these baby vegetables.
(2) expansion part
1, children, let's say the names of the baby vegetables we know. Okay？
2. Show real vegetables and introduce the names and simple features of baby vegetables to children.
Red tomatoes,
Green pepper,
Long radish,
Round potatoes (potatoes).
3. Live performance: "Vegetable Baby Family"
(1) Take out the radish, and the children tell me, "My name is radish, and I'm wearing white clothes." .
(2) Take out the pepper, and the children said to me, "My name is pepper, and I am green pepper." .
(3) Take out the tomatoes, and the children said to me, "My name is tomato, and I am a red tomato." .
(4) Take out the potatoes, and the children said to me, "My name is potato, and I am round potato".
4. Let the children say their favorite doll dishes in one sentence, and let them use "This is ... that is ...".
(3) Conclusion.
Please have a look at the vegetable baby we are learning today.
Activity expansion:
When you get home, look at what vegetables are left at home and tell your parents their names and characteristics.
Teaching reflection
1. In the process of preparing lessons, the activities need to be further improved, and more examples can be added to deepen children's understanding of the shape and color of objects.
2. In the process of activities, the examples cited are basically understood, respected and accepted by children, and children have moderate free space. Through the interaction between peers and teachers, children can develop independently in emotion, attitude, ability, knowledge and skills.
3. During the activity, teachers and children cooperate well and can adjust teaching according to children's needs.
If I take this course again, I will add more practical examples, pay more attention to the cooperation between teachers and children, and make teaching achieve better results.
Encyclopedia: Vegetable refers to a plant or fungus that can be cooked and cooked into food. Vegetables are one of the essential foods in people's daily diet. Vegetables can provide a variety of vitamins, minerals and other nutrients needed by the human body.
Kindergarten junior high school vegetable lesson plan Part III Activity objectives:
1. I am interested in vegetables that are common in life and can boldly introduce the names and appearance characteristics of vegetables I know.
2. Know that vegetables are grown and can be made into vegetables. And according to the clues in the objects and pictures, we can tell which vegetables are.
3. Be able to express your opinions or opinions boldly.
4. Help children understand that different vegetables have different growth patterns.
5. Explore and discover the diversity and characteristics of vegetables in life.
Activity preparation:
1. knowledge preparation: children know several common vegetables; Put several common vegetables in a natural corner. (Carrots, white radishes, potatoes, cucumbers, vegetables, spinach, lettuce)
2. Material preparation: each child brings his own familiar and favorite vegetables; A circle of shadow slides and pictures of dried beans, ducks, radishes, cabbages, eggs, potatoes and cucumbers; Children have operation icons and markers.
Activity flow:
First, share and communicate (introduce the vegetables you brought)
1. What vegetables did you bring? What is it like?
Xiao A: The vegetable I brought is white radish. It grows in the void and has sharp roots at the bottom. It feels smooth.
Young b: I brought cucumber. It's green. It looks very distinctive, long and curved like the moon, and it feels prickly.
I brought spinach. It's green. It is the length of a leaf, and there is a beard under it.
Where did these vegetables come from?
Young: plant, plant in the soil.
Analysis: The child answers with existing experience. Teachers always take active guidance in this link and constantly affirm children's understanding and description of vegetables.
Play the slides and find out the origin of vegetables.
1. Show the whole and local courseware of vegetables to help children understand that different vegetables have different growth patterns. (Some grow in the soil; Some grow in water)
Yang: Look and say, lettuce, green vegetables, spinach, pumpkin, cucumber, carrot, radish and potato.
2. Summary: Vegetables are plants that can be made into vegetables.
Analysis: There are too many slides in this session, and the teacher suggested choosing representative ones (such as lettuce, cucumber, carrot, water bamboo or lotus root). The summary did not stabilize the children's mood, and the language to concentrate the children's attention was not concise enough.
Third, observe the picture "Guess the shadow"
1. Miss Wang also brought a vegetable. What kind of vegetable is this?
Children collectively answer: pumpkin
2. (Grandpa Pumpkin brought a lot of shadow friends,) Observe the slides and guess who these shadows might be? Who's the first one? ) guide the children to number.
Baby armor: (the first box) towel.
Hello: Mattress.
Youc: quilt
3. Verify the child's guess.
Analysis: When the child guesses in this session, the topic is too far away. I can't get the baby back when I'm nervous. Teachers should ask questions (for example, are towels, quilts and mattresses vegetables? Is it edible food? ) I failed to give effective instructions in time, which requires my usual accumulation, more experience, diligent study and diligent questioning to make myself a qualified and wise kindergarten teacher.
Fourth, identify all kinds of dishes and learn to distinguish between vegetables and vegetarian dishes.
1. How many friends did Grandpa Pumpkin bring? What's their dish? (Display digital cards 1-7 and 7 kinds of dishes on the blackboard)
Youth collective answer: 7 friends, 1 is dried bean curd, 2 is duck, 3 is radish, 4 is cabbage, 5 is egg, 6 is potato and 7 is cucumber.
2. (Grandpa Pumpkin wants vegetable friends as neighbors? Please help it find out which vegetables are. ) Guide children to guess, say which vegetables are, and draw a circle on the grid corresponding to the operation chart.
3.* * * Discussion: Is dried bean curd a vegetable? Why? Bean products are processed, not directly planted in the ground.
4. Children verify the guessing results on the operation chart. * * * How many vegetables are there? (indicated by the number 4)
Analysis: There are few individual questions in this session, and there is no basis for discussion. And children should share communication and verify the results after practicing the operation. Because my link is not specific, I would like to ask the children to talk about it and show their operation boards, but I found that several children were robbing it and I was afraid of chaos, so I canceled this link. This is the biggest failure of this activity.
Fifth, inspire children to think about how to rationally distribute vegetables at home.
1. How many houses are there near Grandpa Pumpkin's house? (indicated by the number 3)
Child: There are three houses.
Teacher: How many friends did you find for Grandpa Pumpkin?
Child: There are four kinds of vegetables.
2. What about so many vegetables? There are only three rooms and four kinds of vegetables. What should I do? )
Young Jia: You can live with two people.
3. Who is better to squeeze with? (Similar in shape and color)
Young A: Carrots and cucumbers live together.
Teacher: Why do they live together?
Young armor: Because they are all long.
Teacher: What's the difference?
Teenager B: Do vegetables and cucumbers live together?
Teacher: Why do they live together?
You B: Because they are all green.
Potatoes and cucumbers can be put together. Why? Go back and think about it.
Analysis: The child answers with existing experience. Teachers always actively guide in this link and constantly affirm the children's ideas. However, the teachers' instructions are not concise enough, and some fail to grasp the main points. The validity of questioning needs to be further improved.
Activity reflection:
In this activity, we start with vegetables that children are interested in. Before the activity, we used parents' human resources to ask parents to take their children to the market to buy vegetables frequently to help them know and understand vegetables. At home, we ask our children to help us pick vegetables, wash vegetables and cook some simple cold dishes to stimulate our children's interest in vegetables. And let children know more about common vegetables from a natural perspective. During the activity, children bring their most interested vegetables to their peers from the aspects of shape, name and characteristics, so that their peers can observe vegetables more intuitively and truly, and let them talk about vegetables with their existing experience and expand their further understanding of vegetables. Children can reflect the effect of interaction between students and accept new knowledge in a happy and relaxed atmosphere. In teaching, I use slides to let children observe that vegetables are grown, and then I ask this question: What are vegetables? When the children had their own answers, the teacher concluded that vegetables are plants that can be made into vegetables. Then through the operation panel, let the children improve their existing experience and find out the vegetables. Finally, let children analyze and classify the shape, color and size of vegetables from different angles, and get inspiration from experience.
First of all, in the rich materials and the first link, children bring their own vegetables and introduce their names and appearance characteristics. The teaching plan design is also ideal, but in my teaching, the activity flow is not smooth and the guiding language is not clear and concise.
Second, teachers' guidance ability needs to be strengthened. Sometimes we are too anxious, hoping that the child can achieve the goal of the activity, and when he fails to achieve it, we are eager to tell the child the answer, depriving the child of the opportunity to think. In fact, in the activity, we should patiently guide the children to find the answer. When children can't, they will be taught the corresponding skills. The teacher will quit in time when the child can. After the activity, guide the children to participate in the discussion, explain their findings, do not make positive or negative comments on the results of the activities that most children did not participate in, leave room for children to explore, and wait for all children to participate in the discussion and get the results.
Activity comments:
In the activity, let children bring their own vegetables to introduce the appearance, name and characteristics of vegetables, and observe the clues on the slide to think positively, and get a preliminary understanding of the different characteristics of vegetables, so that children are interested in common vegetables in life, and the activity effect is good. After the activity, the teachers also unanimously realized that in order to really promote children's positive thinking and expression, children should become the main body of classroom learning and give full play to the leading role of teachers. We should pay attention to the methods of inspiring young children, give them room to think and let them explore and work out their own solutions. A good class requires teachers to constantly ponder, explore, study and practice, so as to find and solve problems and make the class refined and vivid. This requires teachers' usual accumulation and more experience to create a qualified and wise kindergarten teacher.
The fourth activity goal of the vegetable lesson plan for the middle class in kindergarten:
1, understand that many vegetables are grown in greenhouses now.
2. Know that different vegetables have different growth needs.
Activity preparation: pictures of vegetables, related materials in the greenhouse, paper and brushes.
Activity flow:
First, the teacher tells the first half of the story.
Grandma Zhang goes to the vegetable market to buy food. Did she buy it at last?
Why don't you buy it?
The teacher will tell the second half of the story.
Did grandma Zhang buy food later?
Why is he willing to buy those vegetables?
Third, introduce the knowledge of greenhouse cultivation.
Teachers introduce greenhouse cultivation techniques to children through pictures and computer pictures.
Discussion: Besides growing vegetables in the greenhouse now, what other methods do we use to grow many different vegetables?
Fourth, help grandma Zhang buy food together. (painting)
It turns out that the farmer's uncle is so powerful that he can grow so many vegetables.
Now grandma Zhang has a problem again. There are so many dishes in the vegetable market that she doesn't know which to choose. Can you help her?
Children show their food baskets through paintings.
Expand: Appreciate the finished painting and count the kinds of vegetables.