1, know the shape, color, taste and other characteristics of candy, and know the variety of candy.

2. Learn to perceive candy by seeing, touching, smelling and tasting.

3. Willing to participate in the activities of exploring candy and express their findings and feelings.

Activities to be prepared

1, children choose to bring 2-3 different kinds of candy, sit around the table and put their own candy in front of them.

2. Paper jam and 1 marker.

3. Each group has a candy tray.

Activity process

1, introduce the candy you brought.

Teacher: Who will tell everyone what candy you brought?

Child: I brought a lollipop.

Child: I brought chocolate candy.

The teacher recorded the types of candy with stick figures. (For example, if a child introduces a lollipop, the teacher will draw an icon of the lollipop.

Lead the children to count how many kinds of sweets the class has brought.

The teacher concluded: It turns out that children have brought so many different kinds of sweets.

2. Observe the diversity of candy.

Teacher: You brought so many sweets! Please put it in the candy tray in the middle of the table to see if they are the same.

Child: It's different.

Young children: I think some are the same, and some are different.

Teacher: What's the difference? Please take a closer look.

Young children: some are red, some are green and some are yellow.

Young children: Some sweets are big and some are small.

Child: lollipops have sticks, but other sweets don't.

The teacher concluded that these sweets are so different. Not only the packaging is different, but also? Some are big, some are small; Some are round, some are square, and some even carry sticks.

Teacher: Please squeeze it with your hand and see what you will find. Smell it with your nose again. What will it taste like?

Child: I feel that QQ candy is a little soft, and it tastes like orange.

Child: lollipops are hard and sweet.

3. Taste and share candy.

Teacher: What will candy taste like?

Child: Sweet.

Child: Oranges are sour.

Teacher: Please choose a candy you like.

Who wants to tell you how to eat sugar? (Let individual children demonstrate peeling candy. )

Child: Peel off the sugar paper.

Young children: tear it as soon as you tear it, then put it in your mouth.

Teacher: Put the sugar in your mouth and taste it! Encourage children to peel off the candy paper through their own exploration. )

Teacher: What's the taste of the candy you eat? What happens to candy in your mouth? (Guide children to express their feelings freely. )

Child: Mine is fruity.

Child: Mine is grape-flavored. It melts in my mouth and is sweet.

Child: My sugar is getting smaller.

The teacher concluded: It turns out that different sweets have different tastes. Candy will slowly melt and become smaller in our mouths.

4. Extended activities

Look at the courseware: a big tiger without teeth.

Question: What happened to his teeth?

Child: His teeth are all broken.

Child: He has a decayed tooth and all his teeth have fallen out.

Teacher: What should we children do?

Child: We don't want to eat candy.

Child: If you don't eat sugar in the future, you will lose your teeth if you eat sugar.

The teacher concluded: Candy is delicious, but eating too much can easily lead to tooth decay, so you can't eat too much. After eating candy, children had better gargle or drink some boiled water.

Kindergarten candy lesson plan II activity goal

1. In the game of guessing, grasping and tasting, children experience and perceive the difference of candy (quantity, shape, hardness, taste, etc. )

2. Cultivate children's ability to observe simple things.

Activities to be prepared

1, a pair of red, a pair of yellow and a pair of small cans, and mark them respectively.

2, all kinds of sweets. Sugar of different shapes and colors, etc. )

3. Two transparent plastic buckets and some candy paper.

4. Each child sticks paper photos and candy stickers.

5, according to the leaves to break sugar, small bags of blasting stones.

Activity process

First, the memory experience:

1, show pictures in regional games, and arouse children's memories of the game activity "Give candy".

Question: Do you know this picture? What game do we play with it?

Who's up there? Let the children read the names one by one. )

Cover up half the picture and ask: * * * What kind of candy do you like, remember? Teachers must clearly understand who likes it, such as between good friends. )

Second, operations and games

(A) "Guess Candy"

1. "One and many candies" in the red jar (candies of various shapes are put in the jar)

Grasp two points: first, whether listening and arguing are correct can be verified by counting; Second, guess

What shape of candy is hidden in the candy paper? (Focus ellipse)

The teacher concluded: Candy has various shapes.

2. Guess the "more and less" in the yellow jar (more cotton candy, 5 hard candy), shake it a few times near the child, and hold it carefully in your mouth. "Listen carefully."

Question tip: obviously there is a rumble in this jar. Why is this less and that more?

(note two points: one is verification. The second is to guide children to think about the difference between soft candy and hard candy. (It turns out that soft candy makes a light noise, while hard candy makes a loud noise. )

(2) Grab candy

1, the teacher shows the transparent bucket and explains the rules of the game: grab it once with one hand.

2. Prepare two vats (filled with brown sugar) to save time. Children can count their own sweets.

(Grasp two points: First, does every child count, and second, is it right? Can you say the total? )

3, teacher image statistics: use the candy bars prepared in advance to correspond to the children's sticky paper, the most and least statistics.

4. The teacher guides the children to observe the process of the teacher grasping sugar.

Question tip:

(1) Guess how many sweets Miss Gu can catch? Why can I catch more?

(2) Teachers demonstrate the process of grasping sugar with big hands, which causes children to think. Why do you catch less sugar with big hands? )

(3) Children discuss and teachers try.

5. Children grab candy for the second time.

If not, let the children have a try. The teacher can prompt the language. After the arrest, is it too much?

Teachers observe children's methods of comparison and arrangement. (Teacher's summary: Different methods of grasping will lead to different amounts of candy. Next time, let's go to the corner to continue playing. Let's compare it. )

(3) Eat candy

1, taste "eucalyptus leaf sugar"

The teacher asked the children to taste small eucalyptus candy.

Ask the child what it feels like to eat it in his mouth. We usually have sweets. When do we eat spicy food?

After reading the introduction of "leaf sugar", I know it is a kind of diet sugar.

2. Taste "pop rock"? The child closed his eyes and opened his mouth to taste, and it ended happily. There used to be a very interesting candy, and you could dance in your mouth. Delicious and fun. )

Don't forget to protect your teeth when guiding your child to eat sugar.

Kindergarten candy lesson plan three activity objectives:

1, learn about several things that are easy to eat by mistake in daily life (such as drugs, glass balls, mothballs, desiccants), and understand the dangers of eating by mistake.

2. Try to paste the "No Eating" safety sign to improve safety awareness.

3. Experience the fun of the game.

Activity preparation:

1, sheep headdress, grey wolf headdress

2, music, courseware "Can't eat sugar peas"

3. A candy bag (including glass balls, mothballs, desiccant, etc.). ), a mouth X mark (one hand),

Activity flow:

First, scenario introduction, to stimulate children's interest

Teacher: Who are you? (Pleasant Goat) ... Then who am I? (I am the village head) Lambs, I am the village head of your sheep. It's a beautiful day today. Let's do some exercise on the grass together! (Leading children to do sports)

Second, look at the courseware and know the reason why the little panda is in hospital.

Teacher: Listen, what's that noise? (Children guess), how clever! It really is an ambulance! Who is lying in the ambulance? (Little Panda)

Teacher: Why was the panda taken to the hospital by ambulance? (Initiate discussion, children guess freely, speak) Let's ask the little panda, shall we?

The teacher and the children shouted and asked, panda, panda, why are you sick?

Teacher: Let me hear what the little panda has to say. (Recording: I saw a jelly bean at home, so I took it and ate it. As a result, my stomach hurts badly. )

Look at PPT, teacher: This is the candy that the little panda just ate. The lambs look at it carefully. Is it candy? Then what's this? But why does the panda eat it as candy? (The child replied: round, small, beautiful, really like jelly beans. )

Teacher: It turns out that the little panda ate pills as candy, and as a result, he was hospitalized with a stomachache. Remember, lamb, pills can only be taken when you are sick, or you will have a stomachache.

Third, create scenes to guide children to know things that are easy to eat by mistake in life.

The entrance of the wolf raises questions.

1, Teacher: Oh, no, it's the wolf. Sheep, hide in the grass with me.

The wolf came to the grass with a candy box.

The Wolf: Dear lambs, I have prepared a lot of sugar for you today. It is delicious. Come and eat! As long as you eat, I can ... gnome male-"(the big wolf distributes candy boxes on the grass) OK, I'll come back later!

2. The lambs know several things that are easy to eat by mistake through various senses.

(1) Each lamb picks up a packet of candy boxes and opens them to see what "candy" is.

Village head Yang: Grey Wolf is gone. Come out, lambs. Look, there are so many candy boxes. What's in it? Can I eat? Now each lamb goes to get a bag of candy boxes and opens them. (Use senses, sight, touch, smell and communication respectively)

Village head Yang: Let me see. Is it sugar that the wolf prepared for me?

Lambs, look at this. Is it sugar? (Mothballs) How did you know it was Mothballs? Smell it. Moth balls smell bad. Insects don't like the smell, so they won't come if they are put in clothes.

Let's see if this is sugar. (Glass ball) What shape is it? What are glass balls for?

Look, is this sugar? (desiccant) Where is the desiccant?

The hateful wolf didn't prepare sugar for me. These things make me sick. I'd better cover the box!

Four, mutton paste food safety signs.

(1) Village Chief Sheep: Lamb, we already know that the things in this candy box are not edible, but other small animals don't know yet. I came up with a good idea. Look what this is. What's that on your mouth? (x) What does this mean? Stick it on the candy box to remind other small animals not to eat. You also have a candy box from Big Big Wolf. The lambs should put up an inedible sign as soon as possible!

(2) Lambs shall be affixed with safety signs prohibiting eating.

Fifth, experience the joy of the game and the joy of success.

The wolf returned to the grass, and the lambs quickly hid in the grass. Grey Wolf: Huh? Why doesn't the lamb eat the candy I prepared? There's something on it. Alas, these lambs are too clever to be fooled. They also put a "no eating" safety sign on it, so that I can't eat mutton anymore. Well, I'd better look elsewhere!

Village head Yang: Yes! The wolf is gone, lambs, you are so smart that you are not fooled. Remember, don't eat these things when you see them again!

Now let's go to bask in the sun together! (exit)