As a tireless people's teacher, we usually need to prepare a teaching plan, which helps us to accurately grasp the key points and difficulties of the textbook and then choose the appropriate teaching methods. How to write a lesson plan? The following is a lesson plan for large science classes compiled by Bian Xiao for reference only. Welcome to reading.
Large class science teaching plan 1
moving target
1. Let children know that objects are ups and downs when put into water through experiments.
2. Cultivate children's interest in natural phenomena and practical ability.
3. Cultivate children's meticulous observation ability.
4. Stimulate children's interest in scientific activities.
5. In the activity, guide children to observe and discover phenomena carefully, and study scientific phenomena with empirical evidence.
Important and difficult
1, the focus of this lesson is to let children know that water has the force (buoyancy) to hold objects up.
The difficulty is that floating objects will sink in some cases.
Activities to be prepared
Furniture that can hold water (such as pots and barrels) and small balls, stones and dry wood blocks that can hold water.
Activity process
1, let children feel the buoyancy of water in turn. The teacher first asked the children to put the ball in a basin full of water, and the ball floated on the water. Then he asked them to press the ball to the bottom of the water with their hands, so that the children could feel that the water had the power to hold the ball up, and then let go of their hands, and the ball immediately floated on the water. Ask the children: Why does the ball float automatically when we let it go? How do our hands feel when we press the ball? Children say: the feeling of hands being bounced off. Conclusion: This is buoyancy in water.
2. Let the children put the stones and dry wood blocks into the water separately and observe the ups and downs: the stones quickly sink to the bottom of the water, while the dry wood blocks float on the water. Ask the children: why did the stone sink to the bottom of the water, but the dry block floated to the surface? Conclusion: Stone is heavy and easy to sink. Dry wood blocks are light and float easily on the water.
Let the children talk about what we have learned through this activity.
Teaching reflection
1, this class is a science common sense class in kindergarten. It is mainly learned through practice, so that children can find answers in practice, let children feel the fun of the subject better through play, let children find problems themselves, and let children be willing to observe and try. When problems are found, they will solve them.
2. Every child can actively participate in activities and find problems from all angles.
3. Prepare more equipment to do activities in the future, so that every child has the opportunity to do it and make them interested in learning.
If I take this course again, I will change the experimental items, let them try more and let the children know more about ups and downs.
Large class science teaching plan II
Design intent:
This era is an era of reproduction. How to let children discover the ubiquitous phenomenon of copying in life and feel the convenience brought by copying methods from a large number of products in the factory assembly line to photocopiers, fax machines and computer copying, and then to biological cloning? So this activity is designed to let children know all kinds of replication phenomena and try the simplest replication method. Next, we will use family resources to guide children to further explore the phenomenon of repetition, fill in questionnaires, and put the contents collected by children's investigations into regional activities to experience, operate and communicate.
Activity objectives:
1. Get a preliminary understanding of various replication phenomena and feel the convenience that replication brings to people's lives.
2. Try a simple copying method to sprout the feeling of loving science.
Activity preparation:
1, courseware Interesting Copywriting, projector, computer
2. Operating materials (delivered in two times)
Activity flow:
Show examples of medals first and put forward task requirements.
Teacher: children, the new year's sports meeting in kindergarten is coming! Today, Teacher Chen will invite you to do a very important preparation for the sports meeting.
Make a request:
1. Many round medals of the same size were processed within the specified time.
2. Give five minutes. Stop the operation at that time, post it on the display board 1 after counting, and sit back in your seat.
Children are free to choose. The teacher observes the production situation and reminds the children to complete the task within the set time.
Secondly, the comparative analysis of the works draws attention to the phenomenon of reproduction.
Collective question: How many did you make? Guide children to compare and say how medals are made. Summary: These medals vary in shape and size.
Discussion: If these medals are awarded to children, will they like them? Is there any way to make exactly the same medal? Are there many similar things in life? Where have you met?
Third, watch the video produced by the factory workshop to understand the duplication phenomenon.
Question: Did the workers produce products quickly just now? How did they make so many of the same things?
Summary: The children speak very well. It turned out that the worker's uncle quickly made many identical things with machines and molds. This method is called replication.
Fourthly, try to make medals again by simple copying method and experience the convenience brought by copying.
Teacher: Can we also make many identical beautiful medals quickly by copying? The teacher will also give you five minutes to see if you can do it faster and better this time.
Large class science teaching plan 3
Design intent:
Bookmark of Leaves is a scientific activity of exploring experiments in the theme activity of the big class "Autumn". Activities help children learn to make leaf bookmarks, feel the fun in the process of making, and stimulate their desire to explore and think. Follow the spirit of the Guiding Outline of Kindergarten Education, embody the principle of "children's development-oriented" in kindergarten education activities, conform to the age characteristics of children's love of hands-on and fiddling, provide opportunities for children to operate by themselves, consciously create links in activities, invite children to exchange findings in exploration, and improve their oral expression ability and social communication ability. Therefore, I preset the following three activity goals:
Activity objectives:
1. Explore the method of making leaf bookmarks.
2. Try to make your own bookmarks and experience the fun of hands-on operation.
3. Stimulate children's interest in exploring nature and improve their hands-on ability.
Activity preparation:
(1) There are leaves of various shapes (boiled with alkaline water) on each table, and a dry cloth is spread on the table.
(2) Each person has a pair of tweezers and a beaker filled with alkaline water.
Activity flow:
First of all, talk about introduction.
1, talk about all kinds of leaves that children have seen.
2, set suspense, how to save the leaves.
Second, discuss the method of making leaf bookmarks.
1, discuss the choice of leaves.
2. Discuss the production method.
3, the teacher operation demonstration, children carefully observe the operation process.
Third, children make bookmarks by hand.
1, request.
2, children's operation.
Fourth, show communication and perceive the vein characteristics of various leaves.
Large class science teaching plan 4
Activity objectives:
1. Know that the South Pole and the North Pole are the coldest places on the earth, and know some of their main features.
2. I am willing to share the information I have collected with my colleagues and generate interest in further exploration.
Activity preparation:
1, globe
2. Children's book "Antarctic and Arctic".
Focus of activities:
Guide the children to discuss the problems about the South Pole and the North Pole.
Activity difficulty:
Learn about people, animals and vehicles in the Antarctic and Arctic.
Activity flow:
1, show the globe and know the position of the South Pole and the North Pole:
(1) briefly talk about the purpose of the globe.
(2) Introduce the countries and regions you know on earth:
"Where is the city where we live?"
(3) Find the position of the South Pole and the North Pole:
"Do you know where the coldest place on earth is? What is the lowest temperature? " "From the earth, do we live near the South Pole or the North Pole?"
2, exchange information, guide children to discuss issues about the Antarctic and Arctic:
(1) What do you know about the Antarctic and the Arctic? What's so special about it?
Introduce the Inuit way of life. )
(2) What animals are there in the Antarctic and the Arctic? Read books and get to know penguins in the Antarctic and polar bears in the Arctic. )
(3) What are the common means of transportation used by people in Antarctica and the Arctic? I know dogs pull sledges. )
3. Ask questions to stimulate children's interest in exploring the mysteries of Antarctica and the Arctic;
(1) "Are there days and nights in the South Pole and the North Pole? Why are penguins not afraid of cold? "
(2) "What else do you want to know about the Antarctic and the Arctic?"
Large class science teaching plan 5
Activity design
Natural corner is a difficult problem in the creation of kindergarten corner. How to make children really walk into the natural corner, take the main responsibility in the natural corner, make the natural corner no longer a simple plant arrangement, and make the natural corner full of vitality forever is what we have been exploring and looking forward to. Since the first half of this year, our kindergarten has taken the natural angle as our subject and combined it with our curriculum. During this period, not only our teachers, but also our children pay more and more attention to the corners of nature, but there are often two situations when taking care of plants, either forgetting to water for a long time or watering too much because they don't know the ways and means of watering. Therefore, it is necessary for our children to understand the principle of "drinking water" of plants in essence, so that they can really understand why and how to water natural corners after they feel it.
moving target
1. Through experimental observation, it is known that plants absorb water by roots and transport water by stems.
2. Germinate the enthusiasm for exploring the phenomenon of drinking water in plants, and initially learn simple ways to take care of plants.
Focus of activities
Understand the secret of plant drinking water through experiments.
Activity difficulty
Can accurately express the scientific phenomena observed by oneself.
Activities to be prepared
1. Put celery in red ink with the children before class.
2. Video of water absorption by plant roots and ppt of water absorption by plant stems.
3. Two children have a set of experimental materials: celery that has absorbed water and a magnifying glass.
Activity process
First of all, look at the pictures and understand that everything can't grow without water.
Ppt shows zebras, elephants and children drinking water (same picture).
Q: What are they doing? (Drink water), why drink water? What do they drink? People and animals need water, so do plants also need water? How can it drink water without a mouth? Why?
The teacher brought a celery. Let's guess. Where does it drink water from? Why?
Second, experimental verification can stimulate children's enthusiasm for exploration.
1, PPT presents the experimental results and asks: What do you see? What do plants drink?
Summary transition: It turns out that plants drink water by roots, so how does water "run to the whole body of plants?"
Just now we put celery in red pigment. Now let's take a look again and show the changes of plants before and after drinking water (show the comparison chart of celery drinking water phenomenon)
Q: What secret did you find?
Summary: It turns out that plants transport water by stems. What does the stem of a plant look like? Today, we are going to be a little botanist to dissect celery stems.
Third, cooperate to explore and understand the transportation function of plant stems.
1. Show the cross section and longitudinal section of the valve stem graphically.
2. Explain the operation requirements: in pairs, first cut the celery horizontally and vertically, then use a magnifying glass to see what the stem looks like, and share it with you later.
3. Group cooperation and exploration: teachers guide children to observe the cross section with red dots, and when they cut vertically, they see red lines.
4. Concentrate on the discussion. Please draw what you see in red lines. Q: What did you find? Why is this happening? How do plants "drink water"
5. Show me a bundle of straws.
Summary: The stems of plants look like straw in the longitudinal direction, with long passages. There are holes in the horizontal direction. Plants absorb water through their roots, and then transport water through the slender tubes of their stems.
Fourth, the migration experience will further arouse children's beautiful feelings of caring for plants.
Show a rotten cactus and guide the children to observe: What happened to the cactus? Why is it rotten? Explain your reasons, and then let the children who share the same opinion raise their hands to vote (because the children poured too much water on it and its roots rotted)
The teacher concluded that although plants need to drink water, the water that each plant needs to drink is different. There are many plants in our natural corner. How to take care of them? Listen to the advice of the doctor of science. PPT gives full play to the essentials of watering: first, water is needed for soil drying, and second, water should be poured on the roots to make them permeable; The morning or evening of the third day is the best watering time.
Reflection:
In the activity, I had a phenomenon that had never appeared before when I tried to teach. Because celery is wet in the morning, it no longer absorbs water and the absorption speed is very slow, so the phenomenon of the experiment in the activity is not very obvious. Also, my child's answer was unexpected. I didn't know that the children in our class are actually aware of root water absorption, so the children answered my answer directly in the first link, which made me a little embarrassed, so maybe we can ignore the phenomenon of root water absorption. In fact, I feel that my language is still not refined enough in scientific activities, and some words are verbose, so I can't respond to the questions thrown by children in time.
Large class science teaching plan 6
Activity objectives:
1, know and understand the names of teeth, and treat tooth replacement correctly.
2. Know the importance of protecting teeth and learn how to protect teeth.
3. Develop the flexibility of children's mouth movements.
4. Cultivate children's observation and hands-on operation ability.
Activity preparation:
Tooth model courseware
Activity flow: