Teaching plan 1 of kindergarten science open class: interesting water
I. Background of the event
Water is something that children can touch, be familiar with and like every day. I will seize this educational opportunity, pay attention to creating an operating environment and provide rich materials for children to find and solve problems through various sensory coordination activities such as eyes, brain and hands. In this way, children will change passive learners into active learners and explorers, thus sprouting the emotion of loving science.
Second, the process record
(1) Activity objective:
1. Try to understand the characteristics of water.
2. Be able to observe carefully, be willing to try, and know how to protect water.
(2) Activity preparation:
1. Each group has two goldfish bowls (one with goldfish in water and one with plastic colored balls in rice), a glass of clear water, a chrysanthemum crystal, sugar, salt, sand, stones and red beans.
2. Take a small plastic basket, a plastic bag with holes, a small container with holes, half a glass of water and a towel.
(3) Activity process:
1, the teacher leads the topic.
(1) Give me a glass of water.
Teacher: Look, today I invited a good friend-water. It has many secrets. Now let's explore the secret of water together.
(2) Let the children guess what is in the water and rice.
Teacher: Look at these two goldfish bowls. One is full of water, the other is full of rice. Do you know what's in water and rice?
Teenager: Some people say there is a goldfish in the water. Some people say that there is a goldfish swimming around in the water.
Teacher: How do you know?
Young: some people know it at a glance; Some people say they saw it through the water.
Teacher: Let's see what's in the rice.
Young: some people say that there is only rice; Some say nothing; Some said they couldn't see it.
The teacher took out plastic colored balls from the rice.
Summary: water is colorless and transparent, and objects in water are visible; Rice is opaque, so you can't see what's inside.
(Comments: Exploring secrets leads to topics, arousing children's curiosity, fully mobilizing children's interest in learning, and guessing with specific images to make children feel that water is transparent. )
2. The child tries to operate.
(1) water conservation activities
Teacher: The teacher prepared small containers, plastic bags and baskets with holes for the children. Please select.
Let's fill it with water and see what happens.
The water in the small container has flowed into the basin.
Teenager b: there is water when the basket is put in the basin, but it is gone when it is picked up.
Xiao C: The water in the plastic bag has flowed into the basin and can't be filled.
Summary: Water will flow.
(Comments: Providing materials, the child perceives the current in his own attempt, and the teacher affirms the child's conclusion in time, so that the child has a successful experience and lays the foundation for the next attempt. )
(2) Dissolution experiment
Teacher: Let the children take some things from the sugar, salt and chrysanthemum crystals on the table and put them in your clear water, then stir them gently and have a look. What will you find?
Children try to operate, and teachers tour to guide.
Guide children to carefully observe the color of water and the changes of objects in water.
It is suggested that children exchange experimental results with each other.
Teacher: Who will tell you what you found in the experiment?
Xiao A: Sugar and salt are gone in the water, but the sand has sunk to the bottom of the cup.
Teenager B: Chrysanthemum crystals are put in water. After stirring, they disappeared. The water turned pale and the pebbles were still in the water.
Teenager C: Sugar, salt and chrysanthemum crystals are all gone in the water, and the water has changed color. Sand, red beans and stones are all in the water.
Teacher: The child observes really carefully.
Summary: Sugar and salt chrysanthemum crystals disappeared in water, and these things were dissolved by water.
Teacher: What else can you see in your life that can be dissolved by water?
Young: Some say fruits are precious, some say Ahuatian, some say monosodium glutamate, some say fertilizer, and some say cold granules.
(Comments: Provide a variety of materials to guide children to try operations, and guide children to observe, compare and tell their own findings. It not only provides opportunities for children to interact, but also fully embodies their active activities, exercises their language skills and understands the meaning of dissolution. Let children use their existing experience to cultivate their creative thinking. )
3. Guide children to protect water
Teacher: Water is our good friend and the home of the little goldfish. Look, how happy the little goldfish is swimming in the clear water. But we often see on TV that some rivers are black and smelly, and all the fish are dead, which also affects people's lives. So how to protect the water?
Xiao A: Don't throw dirty things into the river.
Sewage from factories can't be discharged into rivers.
Xiao C: I saw garbage in the river and fished it out.
D: Let the uncle who treats sewage clean the water.
Teacher: Children have so many ways. Ok, now let's pour the water from the cup into the bucket, but we can't pour the water everywhere.
(Comments: Teachers should properly guide children to understand the dangers of water pollution, stimulate children to protect water and enhance environmental awareness.
Three. Activity evaluation:
This activity is novel and interesting. Children get rid of the old teaching mode of "teachers demonstrate, children learn from others" and truly become the masters of scientific activities. I provide all kinds of materials for children. The child made two active explorations and learned that water will flow and some things will dissolve in water. In the activity, I didn't do it all by myself, but emphasized that children should directly operate materials, observe, discover and think, which satisfied their curiosity, exploration and desire to try, fully mobilized their initiative and enthusiasm, cultivated their practical ability and developed their intuitive thinking ability. At the same time, teachers and students have a harmonious relationship, and children are devoted to activities, which has laid a good foundation for children to actively participate in activities, and because I have affirmed and encouraged every child's attempts, children have experienced the joy of success. The last link enhances children's awareness of environmental protection.
In this activity, I got a lot of inspiration:
First, in daily life, teachers should be good at observing and grasping educational opportunities, starting with things that children are interested in, and designing activities that are in line with children's age characteristics.
Second, children have the potential to try the spirit. When designing activities, we should consider the development of children's creative thinking, so that children can fully develop their innovative spirit and exercise their practical ability.
Teaching plan 2 of science open class in kindergarten: dissolution
Teaching purpose:
Learn to understand the phenomenon of dissolution through experiments, and know that some things will dissolve in water and some will not.
Teaching difficulties: help children understand and master the phenomenon of dissolution.
Preparation before class:
1, several containers also contain millet, sand, sugar cubes, peas, monosodium glutamate and brown sugar powder.
2, warm water, small cups, spoons, sugar, salt, orange strawberry milk powder and other beverage powders.
Class schedule: 1 class hour
Teaching process:
First, introduce the theme with game activities.
1, the teacher, as the host, said, come in, little guest, please drink water.
2. Let children taste sugar water and salt water, and guide them to talk about the taste of water.
Children, is the water delicious?
C: The water is sweet and delicious.
Teacher, my water is salty and doesn't taste good.
T: Why do some children say that water is sweet and some are salty?
C: Because there is sugar in the sweet water.
T: Where is the sugar?
Yes, where is the sugar?
C: The sugar is missing in the water.
I know, the sugar is dissolved.
T: What about salt water?
This is salt.
c； The salt also disappeared and dissolved.
Children say sugar and salt are put in sweet water and salt water. Where are the sugar and salt? Is it dissolved? Now the teacher is doing an experiment.
The teacher demonstrated a small experiment: sugar and salt are gone.
Look, children, the teacher put sugar in the water. Is the sugar there?
C: Yes, the sugar is underwater.
C: Why won't sugar disappear?
C: There is a little sugar missing. Teacher, shake it.
C: stir with chopsticks. My mother stirred with chopsticks to make me sugar water.
T: OK, I'll stir it with chopsticks and see what happens.
C: Oh, the sugar is getting smaller and smaller.
C: There is no sugar.
T: Where is the sugar?
C: No more.
c； Run into the water?
T: Sugar will disappear in water. This is the "dissolution" of sugar. Where is the salt?
C: The salt is also dissolved.
C: When sugar and salt are dissolved in water, they become sugar water and salt water.
C: If you put it in milk powder, it will become milk. ...
Second, children's experimental activities.
1, questions, children's imagination, teachers' collective records.
T: Besides sugar and salt, what other things do children know will dissolve?
Lollipops, sugar, ice cream, popsicles, paper, spoons ... will dissolve. Photos, pens, shoes, flowers, small animals, dolls … will not dissolve.
Then the children looked at the teacher. Which of these things will dissolve and which will not?
2. Children guess and record according to the materials provided.
c； "I think sand will dissolve", "sugar cubes will dissolve" and "peas will not dissolve" ...
Please write down your guess on your record paper.
c； Teacher, I guess monosodium glutamate won't dissolve. I don't think sand will dissolve. I guess millet will dissolve, so it will become rice. ...
T: is that right? Please try the experimental materials one by one.
3, children do experiments to verify the conjecture, and record the experiments and findings.
Baby 1 Put the cube in the water, look at it and say, "Teacher, my cube won't dissolve." Baby 2 put the cube into the water and stirred it with chopsticks, and found that the cube was getting smaller and smaller and disappeared. He shouted happily, "Oh, the cube is dissolved."
Children 1 also picked up chopsticks and stirred, and the sugar cubes dissolved.
In the experiment, young friends also found that brown sugar dissolves faster than sugar.
4. Children tell about the experimental process and results.
Third, the extension activities:
1, making drinks.
T: In the experiment just now, children already know that sugar will turn into syrup when it is dissolved in water. What happens if you put orange powder, strawberry powder and other beverage powders in water?
C: "It will become a drink", "It will become a strawberry drink" and "It will become orange water" ...
T: Let's make drinks now.
Children make drinks by hand. "Teacher, I'm ready. It's strawberry water and sweet "".I'm ready, too. It's orange juice. " His rock sugar hasn't dissolved yet, it's too slow. ...
2. Put forward a new question: dissolution speed.
Lesson 3: How do small animals spend the winter?
Teaching theme: How do small animals spend the winter?
Second, the number of teaching hours: one class hour.
Class type: middle class science class
Fourth, the teaching objectives:
1, cognitive goal: let children know the ways of winter, focusing on hibernation and molting, and know the representative animals of these two ways;
2. Skill goal: Let children know the reasons of animal wintering mode, explore and discuss independently, and make simple classification according to their living habits and different wintering modes. Through operation and observation, combined with their own existing experience, draw a conclusion;
3. Emotional goal: inspire and cultivate children's curiosity, curiosity and inquiry attitude, so that children have great interest in exploring animal life.
Five, teaching analysis:
1, teaching content analysis:
① Main contents of teaching: This lesson starts with a finger game to arouse children's interest, and then takes a story as a transition to lead to two ways for animals to hibernate, focusing on the reasons for animals to hibernate, and then extending the content to let children understand that animals hibernate and molt, but also migrate and store food.
② Emphasis and difficulty in teaching: Children's science education activities are enlightenment education, which focuses on stimulating children's cognitive interest and inquiry. The focus of this activity is to let children know about different ways of wintering, and to stimulate their curiosity and exploration spirit through observation. The difficulty is to let children simply classify animals according to their living habits and different ways of wintering, and let them actually participate in activities through operations, so that they can feel the process and methods of scientific inquiry and experience the fun of discovery.
2. Student analysis: The imagination level of the middle class children is improved, and they can recall in class discussions, answer many extended questions and imagine themselves. My understanding ability has also been enhanced, and I like games and interactive classroom atmosphere. Middle-class children have some life experience and can understand many languages of adults.
Six, teaching tools:
Homemade houses for animals in winter, ppt courseware, pictures of various small animals.
Seven, the teaching process:
(1) Import part
The teacher attracted the children's attention by leading them to play the finger game "whispering".
Private conversation
Birds live in big trees.
Vole vole lives under a big tree.
Morning glory. Morning glory climbs and climbs.
Morning glory morning glory becomes a small mobile phone.
Click click click. ......
Birds and field mice are whispering. ......
After the finger game, the teacher immediately asked the children, "children, do you know what the bird vole is whispering?" Do you want to know that birds and field mice are whispering? " Then the teacher told the whispers of birds and voles as an introduction.
(2), the basic part:
1, focusing on the winter patterns of hibernation and molting:
1. It snows. Tell the little animals to go out to play, and put PPT on in snowy days.
"Wow, it's snowing! Animals, we can go out and make a snowman! Let's go to the hedgehog's house and ask the hedgehog to come out and play! "
The teacher knocked at the door.
"Knock, knock, little hedgehog at home? Let's go out to play together! "
PPT for putting hedgehog to sleep. "Shh, don't make any noise. The hedgehog is sleeping. He won't eat or drink until spring! "
"Oh, come on, little hedgehog is sleeping. Let's go to the little frog's house and play with the little frog! "
The teacher knocked on the frog's door: "Knock, knock, knock, knock, knock, knock, knock, knock, knock, knock, knock, knock, knock, knock, knock, knock". Let's go out to play together! "
Show the little frog PPT: "Who, don't make any noise, I'm sleeping, and I won't come out to play until spring!" " " .
2. The teacher throws questions and lets the children express their opinions.
"Oh, what's the matter? Why do you have to sleep? Children, do you know what this is all about? "
(3), "Oh, so they are hibernating! Then why do they hibernate? " Let the children talk.
4. Show PPT and explain what hibernation is.
Teacher: "Then let's see what hibernation is?" And show PPT.
Grandpa doctor: "Hello, little friend, I'm grandpa doctor, do you know?" Hedgehogs and frogs are cold-blooded animals. The colder the weather, the lower their body temperature. Some animals have a body temperature of only a few degrees, even 0 degrees. In order not to freeze to death, cold-blooded animals such as frogs and hedgehogs got into the soil and caves and slept without eating or drinking for a whole winter. It's called hibernation, and you won't come out until the next spring. Do you understand? "
The little frog has something for the teacher to tell the children. The little frog said, "It's really cold! I don't have warm fur like a rabbit. If I don't hibernate, I will freeze to death! "
6. Play the PPT of Bunny. Little rabbit: "Hello, everyone, I am a lovely and beautiful little white rabbit. Winter is coming. In order to keep myself warmer, I have to put on thick hair, just like covering myself with a thick quilt, so that it won't be cold in winter. Do you know, little friend? "
Question: How do rabbits spend the winter? The short hair on the rabbit slowly falls off and grows into long and thick hair.
7. Question: What other animals need to molt in winter like rabbits?
8. play games.
The teacher showed pictures of all kinds of animals that shed their skins for winter and animals that hibernate for winter, so that the children could know them one by one. Then, two children are invited to go on stage and send the animals to the small houses where they hibernate and molt for the winter respectively.
2. Extend the wintering mode of small animals:
Let the children think about what other ways animals spend the winter besides hibernation and molting. (Encourage children to express themselves boldly)
Watch PPT: Learn about two other ways to spend the winter: migrating and storing food.
(3), the end part
Play the music courseware "How do small animals spend the winter" as the end, summarize the ways of small animals spending the winter, and remind children to keep warm in cold weather to prevent colds.
Attachment: Lyrics of how small animals spend the winter:
In winter, the north wind howls.
It's freezing, it's snowing, and it's cold.
We put on thick cotton-padded clothes.
How do small animals spend the winter
How do small animals spend the winter
Little wool grows long.
Rabbit's hair is thick and fluffy.
Swallows fly to the south.
The little frog sleeps in the mud.
The little frog sleeps in the mud.
Eight, extracurricular study guidance, after-school homework: ask the children to go home and ask their parents how the small animals in our lives spend the winter.
Nine. Teaching date: xx, xx, XX, XX.