Teaching objectives of science activity lesson plan 1;
1. Understand the growth process of potatoes and stimulate the desire to explore the mysteries of plants.
2, know how to eat potatoes, like to eat potatoes.
Teaching preparation:
Pictures of various edible potatoes, ungerminated potatoes and germinated potatoes, and pictures of potato growth.
Teaching process:
First, show pictures of food made of potatoes to arouse children's interest.
Teacher: What are these? Have you all eaten? What are these made of?
Children discussion
Teacher: This is what we usually call "potato". It also has a name called "Potato". Today, let's meet potatoes.
Second, understand the potato and its growth process
1, show the sprouted and ungerminated potatoes to the children for observation.
Teacher: What's this? What is his other name? Look at the difference between two potatoes in the teacher's hand.
Teacher: Watch carefully and see where potatoes are most likely to sprout. Can you guess that if you bury the long bud in the soil, it will grow leaves and new potatoes?
2. Look at the picture to understand the growth process of potatoes.
Teacher: Cut the sprouted potatoes into pieces and bury them in the soil with the incision facing down. What will happen? Children's imagination
Teacher: The roots and buds of potatoes come out day by day. The roots of potatoes grow from places where there are buds. Where does the bud grow? Grown underground or in sunny places? Children discuss and give the correct answer: buds grow towards sunny places.
Teacher: When will the leaves grow? Young leaves will grow when they touch the ground. You will know that there is a potato in this place.
Teacher: The longer the leaves, the more. What will happen underground? Children discussion
Teacher: The little potato is going to grow up. Let's see where the baby grows. Grow in front of the root. The baby is growing underground, but what grows on the ground? Beautiful flowers are in full bloom!
Teacher: When can we dig potatoes out of the soil? Children discussion
Teacher: The flowers have withered and the leaves have withered. At this time, you can dig out the grown potatoes. What a lot of babies it has!
3. Summarize the process of potato growth: cut the sprouted potato into pieces, bury it in the soil with the cut face down, have enough sunshine and moisture, sprout and take root in the soil, and grow tender leaves when it is exposed to the ground. After many leaves grow, beautiful flowers will bloom and small potatoes will grow slowly in the soil. When flowers and leaves wither, potatoes will grow up and we can eat them.
Third, eat potatoes.
Teacher: Can I eat potatoes? Can I eat what has sprouted and turned green?
Teacher: The sprouted green seat can only be eaten if there are toxins to be removed.
Teacher: How do I eat potatoes? Children discussion
Teacher: The teacher shows pictures of food made of potatoes. Children's inductive exercise: you can fry, fry, cook and bake. Dice, shred, whole, mashed potatoes, etc.
Teacher: Do you want to eat potatoes? Go home and cook delicious potatoes with mom and dad!
Scientific activity teaching plan Part II Activity objectives:
1. Let children perceive the characteristics and uses of broad beans by breaking them.
2. Have an interest in exploring broad beans.
Focus of activities:
Let children perceive the characteristics and uses of broad beans by breaking them.
Activity difficulty:
Interested in exploring broad beans.
Activity preparation:
Each child has 1-2 cocoons and several kinds of broad bean food.
Activity flow:
First, show the broad bean dolls to arouse children's interest.
The teacher showed me the fingers of the broad bean doll:
Do you know me? Do you know who I am? I am a broad bean doll.
Say hello to the children.
Second, understand the morphological characteristics of cocoon.
1, to guide children to know the shape and color of cocoon.
2. Let the children touch and feel the feeling of touch.
3. What do you think it looks like?
The teacher summed up: this is called cocoon, green, long and pointed at both ends; Feel a little hairy; Pinch, force; Like a boat, like the moon.
Third, understand the shape characteristics of broad beans.
1. Look at the shape and color of broad beans inside.
2. Touch: How do you feel?
3. Smell: What's that smell?
4. Think about it: the relationship between broad beans and cocoons.
Fourth, children's operation: open the skin of broad beans and observe the petals of broad beans.
The teacher concluded: There are broad beans in the cocoon. Broad beans are flat and oval, light green, and there are two beans in them.
5. Understand the function of broad beans through tasting.
1, taste broad bean food and know how to eat broad bean.
2. Inspire children to talk about other foods made of broad beans.
Dolls are loved by small class children. Use the broad bean doll to lead the topic, stimulate children's interest in exploration, and explore step by step, starting from the cocoon outside, to the shape characteristics of broad bean, and then to observe the petals of broad bean, so that children can explore and understand at different levels.
Through tasting, let the children experience it further. And spread children's divergent thinking.
Scientific activity teaching plan 3 activity objectives:
1. Use symbols that others can understand to represent all kinds of weather.
2. Through group cooperation, design a table "weather list" and make simple statistics.
Activity preparation:
1. courseware weather ranking.
2. White paper, crayons, cardboard, etc.
Activity flow:
Watch the video first and discuss.
1. Play the courseware for the children. Remind children to pay attention to the signs indicating the weather in the video.
2. Teacher: What does the weather forecast say? What other weather has not been mentioned?
Please mark the weather on the blackboard. Then the teacher plays the courseware "Signs of Weather" as a summary.
3. Let the children discuss: What is my favorite weather? What is the most annoying weather? Tell me why.
Secondly, design the weather list.
1. Divide the children into four groups and give each group white paper and colored pens.
2. Teacher: I want to know what is the most popular weather and the most annoying weather in your group. Is there any way?
3. Instruct the children to design a form, make statistics in their own group, and the teacher will guide them.
Third, exchange and discuss.
1. Each group will send a representative to show you the table designed by their group, explain the weather signs painted by their group, and report the statistical data of their own statistical methods (for example, ask one by one, or report a weather, please raise your hand, etc.). ): The most popular weather in this group is 1, and the second and third are the least popular weather.
2. The teacher posted the statistics of four groups on the blackboard. Please comment on which group of tables is good.
3. Teachers and children work together to calculate the favorite and least favorite weather in the class.
Extended activity
1. Ask your parents for information and learn more about different weather.
2. In the next three weeks (for a long time), count the frequency of each weather on the weather list and make a ranking table.
Scientific activity teaching plan 4 activity objectives:
1. Explore the reason of clown's handstand and feel the principle and phenomenon of lever and balance from the experiment.
2. Continue to learn how to fill in the record form.
I like to participate in scientific exploration activities and experience the happiness of success. Activity preparation: 2 clowns; Pre-drawn pictures of clowns (with base plates attached) and bases (small cups, sludge, straws); Magnets, paper clips, snowflake inserts and folders, 2 for each person; Children's record sheet, pen, blackboard, etc.
Activity flow:
1, show the clown, stimulate children's interest in exploration, and find out why the clown stands upside down.
(1), showing a double-sided example clown.
"Have you ever seen a clown show? I have a clown here. He can stand on his head. Do you want to see it? "
Question: "Why can a clown stand upside down? Can your clown? You also try to make your clown stand on his head. " Children try.
(2) Compare two kinds of clowns, teachers and children.
"Why can my clown stand upside down and your clown can't stand upside down?"
(3) Children try to use coins.
"There are some coins in the small basket. Try them and see if they can make the clown stand on his head. " At the same time, use a one-sided example clown to remind you how to stick coins: stick the coins with double-sided tape and stick them on the back of the clown. )
(4) Children tell their own findings.
"Where did you just stick the coin to make the clown stand upside down?"
"Why can you stand upside down only by putting coins in the clown's hand? Why can't I post it somewhere else? Why do you want to post 2 coins? "
Only by sticking two coins of the same weight on the clown's hand can the clown keep his balance and stand on his head.
(5) Let children continue to try clowns who have never stood upside down.
2. Guess and record what other materials can make the clown stand upside down.
(1) to inspire children to discuss.
"Besides coins, what other materials can make clowns stand upside down?"
(2), children guess and record (brief introduction record):
"There are magnets, paper clips, snowflake inserts and folders in the small basket. Let's guess what materials can make the clown stand upside down and record your guess in the table. " In the back, if you can, just hit √, if not, just hit "X". "
3, children experiment, explore what other materials can make the clown stand upside down.
(1), inspire children to try the materials on the table and make records.
"The children who guessed it will try four kinds of materials in the small basket to see which materials can also make the clown stand upside down. After the test, record it after the "little hand" in the form. If you can't, you can tick "√" and if you can't, you can tick "×". Note: Only one material is used for the experiment at a time. " Remind children to take out the original coins, stick double-sided tape on the clown's hand, make a record of each one, and then try other materials. )
(2) Discuss the results of the experimental records and post the children's records on the blackboard:
"Why can magnets and folders make clowns stand upside down, but snowflake inserts and paper clips can't?"
These four materials are different. Magnets and folders are heavy, so clowns can stand upside down. Paper clips and snowflake inserts are lighter, so clowns can't stand upside down.
Experience expansion: Let's try to see if different materials can stick to the clown's hand and stand upside down.
Lecture content of scientific activity "Clowns who can stand at the back of the stage"
Scientific small-scale production activities have been the research topic of our park for many years. The small production works created and edited by teachers in our college have won many production awards at provincial, municipal and district levels. The scientific activity "The Clown Who Can Stand Up Straight" is inspired by a teacher's scientific production "The Clown Who Can Stand Up Straight" in our garden, combined with the age characteristics, interest in exploration and desire for knowledge of large class children. In the process of research and production, I found that it was a simple production activity at first, which seemed to lack difficulty and exploration content. Therefore, it is still challenging for children to design this pure production activity as an exploratory activity, plus guessing, recording and experiments, and turn the production content into a part of the activity, so that children can discover the reason of the phenomenon that "clowns can stand upside down" through exploration and operation, and children will definitely pass their own activities.
The clown standing at the back of the stage aims to:
1. Explore the reason why clowns can stand upside down, and feel the principle and phenomenon of lever and balance from experiments;
2. Continue to learn how to fill in the record form;
I like to participate in scientific exploration activities and experience the happiness of success.
I set the activity goal from three aspects: cognition, ability and emotion. The key and difficult point in the activity is to find out the reason of handstand and feel the scientific phenomenon. Children should discover through their own exploration that the clown handstand is due to the principle of balance, so I set it as the first goal of the activity. Lever support is a physical term that children don't understand. In the course of our research, we specially consulted a middle school physics teacher. From him, we know that the reason why the clown can stand upside down is related to lever and balance. However, considering that conceptual scientific principles are difficult and deep for kindergarten children, they should not master these abstruse physical terms, so it is more appropriate to set goals for children from the aspect of phenomenon feeling. In the research process of the activity, it was found that the children in our garden lacked the experience of recording forms, and the two children who were about to carry out the activity were not familiar with recording, so they proposed to continue learning to record forms as the second goal of the activity. The third goal is actually the emotional requirements to be achieved by the activity. Children themselves like scientific activities, so we will eventually achieve the goal of letting children play and learn from middle school, and truly experience the happiness of scientific activities through activities.
The protagonist who runs through the activity-the cute and interesting clown-must have the same style in principle, so the teacher should prepare the preliminary outline and appearance before the children draw and decorate. In addition, children should also have skills such as tearing double-sided tape and sticking double-sided tape. These are all the development levels of children that teachers must master before activities. Four materials (snowflake inserts, paper clips, file folders and magnets) are selected as the content of the experiment, because they are all relatively light and heavy objects, which can be clearly distinguished. Originally, I wanted to choose more materials, but children will be easily influenced by many conditions and factors, even involving the experimental results, so these materials are more suitable for children in the early stage of the experiment.
During the activity, I designed three links around exploring the causes of handstand, so that children can feel the causes of handstand step by step from the operation-guessing, recording, hands-on experiment and recording-to help children find the phenomenon of "clown standing upside down when he is in balance". In the first link, we compare our clown with the teacher's clown, and then explore that the clown can stand upside down with two coins of the same weight in his hand. The second link, guess and record what materials can help the clown stand upside down; The third part, experiments and records, which materials can really make clowns stand upside down, and compare the results of experiments and guesses. In these two links, the guessing and experiment are all completed by tabular record, which makes the link both operable and interesting. The children felt like little scientists, and soon saw the experimental results. They found that the clown handstand not only needs two materials with the same weight, but also needs a certain weight in the materials, and they can experience the happiness of success in the experiment, which can also help children solve the mystery that the clown can handstand.
In my opinion, this kind of scientific activity not only satisfies children's curiosity about scientific phenomena, but also improves children's practical ability, imagination and ability to record experimental results. Of course, there are some regrets in the activity, because the interaction between teachers and children is limited by borrowing classes; In the first part of exploration, if teachers can better guide children to perceive and discover, and children can explore more, the effect may be better. In the future, we can also design a series of activities aimed at the phenomenon of "clown standing upside down" to explore such issues as "Can a clown stand upside down with two different materials?" And so on, so that scientific activities are no longer inseparable secrets for children, so that all children can become "little scientists" who like science and love to ask why.
Scientific activity teaching plan 5 Activity purpose:
1. Try to make the bottle sound through exploration;
2. Explore the different sounds made by different materials in the shaking bottle;
3. Encourage children to actively participate in activities and experience the fun of activities with their peers;
4. Exploring different materials can make "bottle baby" sing songs with different voices, thus sprouting children's positive emotions such as curiosity, thirst for knowledge, willingness to try and dare to express.
Activity preparation:
1, an empty mineral water bottle, a spoon and a bowl, beans, rice and noodles.
2. Two opaque bottles and two transparent bottles.
Activity flow:
First, stimulate interest and guide children to make the bottle in their hands sound.
1, the teacher shook the empty mineral water bottle in his hand and took the children to do "heavy rain and light rain".
-"Please pick up the mineral water bottles under your chairs and play a game of heavy rain and light rain with the teacher."
2. Guide children to compare the bottle in their hands with the bottle in the teacher's hands and think about how to make the bottle in their hands "sing".
Teacher: When we just played the game of heavy rain and light rain, did the children find any difference between your bottle and the teacher's bottle? —— Summary: Teachers' bottles can "sing" sounds, but children's bottles can't "sing" sounds.
Second, children explore and operate.
1, the teacher used language to stimulate children's interest in operation: let's "feed" the baby bottle with rice, beans and flour on the table, and the baby bottle will "sing" after eating.
2. Let the children choose surgical materials and "feed" the bottle with a spoon.
Note: Open the bottle cap first, and then feed the rice (or beans and noodles) to the baby's stomach with a spoon. When feeding, put the mineral water bottle in the bowl to prevent the operating objects from polluting the floor and table. Screw on the lid after feeding the baby.
Third, exchange and share: What did you put in the bottle? Did the baby bottle make a sound?
1, children nurse bottles of babies, teachers tour to guide and share with individual children.
2. Organize children to exchange and share.
Fourth, children explore and compare again and know that different objects make different sounds in the bottle.
1, group activity: let the children try to change another thing and put it in the bottle, shake it and listen, and compare the difference of the sound made by the bottle before and after the two operations.
2. Guide children to distinguish different voices.
(1) Guide children to perceive different sounds made by different objects in the bottle: What did you put in the bottle for the first time? What did you put in the bottle this time? Do they make the same sound?
(2) The teacher asked two children to shake two opaque bottles, so that the bottles in their hands made sounds and guided the children to listen: Are their bottles making the same sounds?
(3) Let the children guess what is in the two bottles.
(4) Teachers help children to pour the contents of two bottles into two transparent bottles, so that children can verify whether their guesses are correct.
Verb (abbreviation of verb) conclusion
In the music of "heavy rain and light rain", let the children shake the bottle rhythmically to make a sound and feel the baby's singing.
Scientific activity teaching plan 6 activity goal:
1, knowing that everyone has their own skills, I am who I am, and no one can replace me.
2. Discover your strengths and speak out your reasons for liking yourself.
3. Improve self-confidence in communicating with others.
Activity preparation:
Story courseware, garland, music tape.
Activity flow:
First, dialogue import
Who do you like in your class? Why?
Second, tell stories with courseware.
1, the first half of the story.
(Mysterious) Who is it? (Show frog courseware)
Do you like frogs? Why?
Tell stories with courseware.
Why is the frog uncomfortable? Is he really useless? Does he have any skills that others don't?
2. Tell the second half of the story.
Guess what this frog will look like now?
At the end of the story, he asked: Why is the frog happy now? What did the goat say to it?
So what skills do pheasants and squirrels have?
What did the frog say to himself at last?
Third, speak your skills boldly.
1, communicate with each other
Do you like yourself? Think about your skills.
2. Take turns telling the reasons why you like yourself.
The teacher asked the children-what skills do they have? What will you do for yourself? What else can I do for others? On-site children's performances (such as dancing, singing and martial arts) are encouraged by the teacher in time.
Fourth, hold a "praise meeting" to feel the joy of praise and being praised.
Do you find many advantages in other children? You can say it in the sentence of who I like, because he can …
↓ How do you feel when you hear so many children praise you?
Fifth, perform confidently with music.
Play the music "Let's Come Together" and jump to the front. Give everyone a confident gesture, and they will like you more.
The teacher concluded: If someone asks you, "Do you like yourself?" What should you tell him?
Activity reflection:
The purpose of this activity is to let children discover themselves, realize their strengths, boldly say "I like myself" and let children feel their uniqueness. When designing this activity, I thought it was an activity focusing on the language field, so I took the children's "listening carefully" and "speaking boldly" as the focus of this activity, and tried to be enlightening in the design and presentation of the questions and inspire children to express their wishes in front of others. At the same time, pay attention to the integration of different fields of language, art and health.
In the activity, I pay attention to communicate with children with the teacher's language and eyes, create a positive atmosphere for children, and fully mobilize their creativity and desire for expression. The activity also pays attention to the individual differences of children, especially in the form of focusing on helping and guiding several introverted children, fully affirming their advantages, allowing them to appreciate themselves and generate positive emotions, thus becoming confident. During the activity, most children showed their skills and specialties in front of everyone under the guidance of their teachers. However, there are three children with hesitant and unconfident expressions on their faces, who dare not tell their own skills and may not find their own strengths. So in the third link, I guide the children to discover the advantages of these children, praise her and praise her. Through everyone's praise, these children smiled happily and enhanced their self-confidence. So in the end, the children all said loudly "I like myself"! Let children truly feel their uniqueness. I am also very happy to see the children proud, because I have achieved my preset goal. After the activity, a female child said timidly, "Teacher, do you think Miss Wang in the dormitory likes me? She said she didn't like me because I couldn't sleep, but I couldn't sleep. " It is easy for children to think about whether others like them, so I think it is a long-term process to cultivate children's self-confidence. This activity is not over, just a starting point. In the future, I will work with other teachers and children to create a positive, lively, appreciative and praising atmosphere, and cultivate and consolidate children's healthy and confident psychology.
After this activity, we should also pay attention to guiding children to experience the happiness of success, discover the advantages of others, and learn to praise and help others. Therefore, I think it is more important to organize an educational activity and infiltrate education into children's lives. Teachers' ability to master big goals, control small goals in front of them and accept new goals at random is more important.
However, in this activity, there are still many problems in teachers' random education ability and the use of guiding language. I will constantly reflect on my educational behavior in my usual daily education, combine theory, and strive to shorten my exploration and practice process and make myself improve rapidly.