The first design idea:

In the face of new things that are unknown in life, children always explain their doubts in their own way. And "inquiry learning" is the basic way for children to learn science, which can satisfy children's desire to explore and make scientific literacy take root in children's hearts. The activity of "mirror in spoon" is accidental. One day, everything was ready before dinner. In the warm light music, the children are looking forward to tasting today's food. At this time, Chen Tianqi found his own shadow in the stainless steel spoon. Driven by curiosity, the children began to see their own shadows in the spoon. In order to let children feel the imaging characteristics of concave mirror and convex mirror and fully experience the fun of scientific exploration, I designed this activity to let children explore and understand the imaging of shadows by fiddling with mirrors, mirrors, stainless steel bowls, spoons and other materials.

Activity objectives:

1. Perceive the difference and interest of concave-convex surface imaging of stainless steel spoon, and preliminarily understand the reasons for the image change of haha mirror.

2. Try to communicate the process and results of the operation by means of collective record and personal expression, and experience the fun of hands-on exploration.

Activity preparation:

Holding a stainless steel spoon in his hand; Teachers and children played PPT courseware, collective recording paper, convex mirror and pictures of concave mirror's application in life.

Activity flow:

First, introduce the game and recall the existing experience.

1. Teachers and children play the game of "looking in the mirror".

Teacher: Let's play the game of looking in the mirror. I'll look in the mirror. You are my little mirrors. The teacher makes all kinds of body movements, and the child imitates in front of the mirror. )

2. Inspire children to think and express their existing experience.

Teacher: You have a good time. Looking in the mirror is really interesting. So what do you find when you look in the mirror?

3. According to the child's answer, inspire and summarize in time.

Teacher: There is a you in the mirror, too. What do you two have in common? What is the difference? When looking in the mirror, stay away from the mirror and get closer. Are the portraits the same?

Second, hands-on operation, explore the secret of the mirror.

1. Children explore for the first time and feel the fun of spoon mirror.

Teacher: Today, the teacher prepared a stainless steel spoon instead of a mirror. Can it be used as a mirror? Please try, play with these spoons, take some photos and see what you can find.

2. Conduct collective communication in the discovered operations and encourage children to express clearly and boldly.

Teacher: What did you find? Please tell everyone as clearly as possible.

3. Combined with PPT, introduce the name of concave-convex surface.

Teacher: Are the two sides of the spoon the same? What do you think their names are? (Understanding concave and convex surfaces)

4. Collective guess and record.

Teacher: If you know the convex and concave surfaces, you can introduce your findings more clearly. Are concave and convex people the same? According to the children's answers, the teachers put out corresponding figures (upright, lengthened, etc.). ) in the collective records and forms.

5. Children explore again and feel the difference of concave-convex surface imaging.

Teacher: What exactly is the portrait reflected by the concave-convex surface? Let's try again, this time we should observe it carefully and see what we find.

6. Collective exchange of homework results, teachers randomly record.

Teacher: What did you find? Are the people reflected on the concave and convex surfaces the same? Do you have a different opinion?

7. Inspire children to think further.

Teacher: The portrait taken on the concave side of the spoon is upside down, while the portrait taken on the convex side is positive. The figures reflected on both sides of the concave and convex are somewhat deformed. Why don't we look in the ordinary mirror at ordinary times?

Teacher: The surface of an ordinary mirror is flat, but you haven't changed in the mirror, only the surface of the spoon is uneven, and you have undergone interesting deformation. People also specially made mirrors with uneven surfaces, which we call haha mirrors.

Third, observe the pictures to understand the application of concave-convex mirror in life.

1. Show the road safety transfer mirror and discuss its use. Teacher: In life. Have you ever seen such a convex mirror or concave mirror? Where have you seen it?

Teacher: The teacher has a pair of eyes that love to discover. Look what I found. Why do you want to put this mirror at the corner of the road and at the door of the community? See what it looks like, and guess what's the use?

2. summary. Teacher: Today, we found the haha mirror hidden in the spoon and got to know the road safety transfer mirror. In fact, there are many useful concave mirror and convex mirrors in our life. Do you want to know where they are hidden and what's the use?

Chapter 2 1. Create magical learning scenes to stimulate children's interest in activities.

Teacher: The teacher recently learned magic from a magician. Do you want to learn?

Teacher: Magicians have their own treasures: the fairy has fairy wand and the old witch has a broom. What is my treasure? Please listen carefully. "You cry, it will cry. If you laugh, it will laugh. Who is it? " ? Only you know. "

Second, guide children to find the difference between a spoon and a mirror by touching and comparing them, and then understand the convex and concave surfaces.

Teacher: My baby is not a mirror, but a magic spoon. Look carefully, can the spoon also "cry when crying and laugh when laughing?"

Teacher: What do you see in the spoon? Where can you see yourself in the spoon? Are you the same in the spoon as you are in the mirror? Why are you in the spoon different from you in the mirror? Please have a look and compare.

Summary: It turns out that the mirror is flat, while the spoon is concave and convex. But the spoon also has a flat place. Who found it? We call it a spoon handle. This is the treasure we need to learn magic-magic spoon.

Third, draw "magic tips" to perceive and record the reflection of the spoon.

1. Introduce the drawing requirements of Magic Secret.

Teacher: Here is the record sheet. Please look at yourself with the concave surface, convex surface and handle of the spoon and see what these parts of the spoon look like. And record it on paper.

2. Children exchange the results of painting.

3. The teacher asked individual children to introduce their own painting achievements, thus revealing the secret of magic: the face of the person illuminated by the convex surface is deformed, which is "deformation"; People who shine with a concave face, head down, are called "inverted surgery"; People who take pictures with spoon handles are thin and long, which is called "slimming".

4. Check the children's record results collectively.

Fourth, magic test, consolidate the experience gained by young children.

Teacher: Next, I will test whether you have really studied magic, and I will issue magic certificates to the children who have studied! Okay？

Teacher: I will tell you the name of magic. On my mark, look at yourself with a magic spoon. For example, if I say "lose weight", where do you want to see yourself with a spoon? Tip: You can change magic by looking at magic tips.

5. Migration experience: the application of concave mirror and convex mirror in life.

1, guide children to contact life experience and talk about the application of concave mirror and convex mirror in life.

Teacher: Actually, in our life, there are many special mirrors, each with its own skills. Where have you seen them?

2, the teacher added. (slide show)

Convex mirror: car (motorcycle) rearview mirror, road mirror (convex mirror at intersection and mountain road corner), and monitoring mirror installed at the top of the corner of the store.

Concave mirror: Flashlights, searchlights, bicycle taillights, car lights, headlights.

Six, the extension of activities, causing children to continue to explore and discover other imageable objects.

Teacher: I have another magic trick here, which is more interesting. Keep playing next time!