Teaching scheme of science field in kindergarten 1
moving target
1. Stimulate the interest in exploring light.
2. Perceive the change of color and shape after light passes through various objects.
3. Be able to express your operation process and results boldly and clearly, and try to record them with symbols.
Activities to be prepared
Every child has a flashlight and learns to use it; Various colors of cloth, crumpled paper, various toys; "My New Discovery" audio recording, crayons, logo, a stage lighting video, strong music rhythm.
Recording and analysis of activities
First, lead-in activities: show flashlights to stimulate children's interest.
Q: What is this, children? What color does the flashlight shine?
Second, the first independent exploration. (the change of light color after the light of flashlight passes through colored cloth and colored paper. )
1. Have a look and feel. What materials has the teacher prepared? Cloth and paper of various colors. )
2. Discussion: What happens when the light of a flashlight passes through these materials?
3. Small experiment: What happens when the light of a flashlight passes through these materials? Put a red cloth in front of the flashlight and the light will turn red; When the flashlight is covered with purple crepe paper, the light turns purple ...)
We come to the conclusion that the light of flashlight passes through colored cloth and colored paper, and the light changes into various colors.
Children record their findings on the chart "My Findings".
Analysis: The teacher asked the children to observe, compare and discover by themselves while playing with flashlights, cloth and paper. Although the changes observed by children are small on the one hand, the results of exploration are comprehensive and detailed through the integration of their individual experiences and the exchange, supplement and perfection between them.
Third, the second independent exploration. The change of light shape of flashlight after it passes through toys. )
1. Have a look and feel. What else did the teacher bring? (It's all kinds of toys)
2. Discussion: If toys and flashlights play together, what will happen to the lighting?
3. Experiment: Play with toys and flashlights to see what the light will do. Playing with toys and flashlights with holes, the light turns into many small dumplings; When the light turns into a flower, the flashlight will move when it moves ...)
We come to the conclusion that when the light of flashlight passes through the toy, it will not only change color, but also change shape.
5. Children show their new discoveries and record them on the chart of "My Findings".
Analysis: In the process of promoting activities, teachers guide children to explore and discover ways to solve problems step by step in the conflict between speculation and experiment.
Fourth, watch the stage lighting video, make colored lights and perform for teachers and children.
The children invited a guest teacher to be a lighting engineer, a little actor and perform together.
After the activity, the children left the hall happily.
Activity expansion
Teachers, children and parents look for resources together to explore what wonderful changes will happen when light passes through other substances.
Activity reflection
When I first started this activity, my children and I encountered many problems. Faced with these problems, we practice, study and study together to deepen our activities.
At first, the teacher put a flashlight and brightly colored crumpled paper to preset activities that children would like, but the result was disappointing. The children's interest lasted only ten minutes. What is the reason? I asked my teacher for advice on the problems I encountered, hoping to give me some enlightenment through collective wisdom. The teachers suggested that I might as well observe what children are interested in first, and then seize the interests of children to dig deeper. So I dived down to observe and think, and found that the children were very interested in the phenomenon that "light" changed, but because the materials I put in were too single, the children soon found the law, which led to the stagnation of activities. So, I found many materials that can change the light of the flashlight, such as sugar paper, colored cloth, transparent paper, fruit foam net, snowflake, etc ... I personally tested it, and the test results were unexpectedly successful. The light of the flashlight not only becomes bright and beautiful in color, but also changes in shape through these materials. These new discoveries make children feel interesting and happy in the new round of activities.
Facts have proved that following children's interests and choosing valuable and meaningful points for activities according to their development needs are more conducive to children actively building relevant knowledge and experience through their own discoveries.
Teaching scheme of science field in kindergarten class two
Activity objectives:
1. The perception of air is colorless, odorless and intangible, and we know that there is air everywhere around us.
2. Can use all kinds of senses to learn simple ways to explore the air. Stimulate children's desire to explore and cultivate their interest in scientific experiments.
3. Cultivate children's awareness of caring for and protecting the environment.
Activity preparation:
Glass jar towel background music bag balloon activity flow;
(1) Magic Import.
1. Teacher: Hello, children. The teacher is going to do a magic trick today. do you want to see it ? Look carefully at those little eyes!
2. Teacher: What is this? Is it dry or wet? Come on, children, touch it with your hands. What kind of towel is this? This is a dry towel.
3. Teacher: What is this? The teacher is going to put the towel into the cup now, and then put the cup directly into the water. Can you guess whether the towel will get wet? Teacher: Then let's take it out and have a look. Is it wet? Children, touch it with your hands. Are you wet? Gee, it's strange that the towel was put in the water, but it wasn't wet. Isn't it amazing?
(2) The principle of air extraction.
1. Teacher: Teacher, let's do another magic trick. What is this? (Towel) What's this? We should also put towels in the cups. This time, the teacher put it into the water obliquely, so the children should observe it carefully. See what happens. (Bubble Generation) Guess if the towel is wet, little friend? Teacher: Is the towel wet after all? Let's take a look. I twisted it with my hand. Is it wet? (Wet) Why are you wet?
3. Teacher: This time the teacher's cup was put in obliquely. There was air in the cup obliquely, and the air ran out. What do the children think of this? Air comes out and water goes in, so our towels will get wet. And the first time I didn't get wet, was it because I ran out of air? (No) So the towel is dry. Just now the teacher changed two tricks about air for the children. Does it look nice?
(3) Capture the surrounding air and feel the air initially.
Teacher: So where is the air? What kind of thing is it? Next, let's do an experiment. Look, children, what is this? (bag), I want to catch the air with my bag and see where the teacher catches the air (I caught a bag from under the table with my bag). Can you tell me where you caught it?
2. Teacher: The teacher caught a bag of air. Do you want some fresh air, too? The teacher has prepared a schoolbag for each of you. Do you have all of them? Now let's open the bag to take a breath. When you catch it, you should hold the bag tightly and lift it. Let me see, who can catch more air quickly? Teacher: Now let's slowly open the bag and look at the air with our eyes. Can you see the air inside? (Invisible) Yes, air is invisible. So is the air in the bag colored? Air has no color. Teacher: (catching it in the same way) Open the bag mouth and smell the air with your small nose. Is it tasteless? (Yes, the air has no smell) Touch it with your little hand in the bag. Can you touch the air? (air is intangible) (4) capture the surrounding air and strengthen the understanding of air.
1. Teacher: Shall we go somewhere else for some air? See if you can breathe air. (Lead children to catch air everywhere and play background music) 2. Teacher: OK, please take the bag back, and I'll let the children tell each other where they caught the air. Tell the children next to you where you caught the air and speak freely. ) 3. Teacher: OK, did you catch air everywhere just now? So you think the air can be seen? Do you have any colors? How does it taste? Can you touch it?
The teacher concluded: In the past, air was everywhere around us. Air has no color, no taste, and can't be seen or touched. So children usually think that things that are not around actually exist. How do you feel when we fan the wind with our little hands? Explain the existence and flow of air.
(5) Play games with the air baby.
1. Teacher: Have the children ever played with balloons? Are you happy that the teacher invited you to play with balloons on this day? But think about it first, how to make the balloon bigger?
2. Teacher: If the balloon is very small, does it mean that we are blowing in more or less air? The teacher prepared a balloon for each child. (Children's operation, individual guidance) Squeeze your balloon after blowing.
Teacher: Let's compare whose balloon blows the most in the air. Whose balloon is the smallest means that he blows the least air. Ok, the baby balloon is tired, let it have a rest.
(6) Protect the air and strive to be a small environmental guardian.
1. Teacher: Now the teacher and the children are going to do an experiment. Shut your mouth and cover your nose. I'll let the children tell me what it feels like. Is it uncomfortable? Why do you feel uncomfortable?
The teacher concluded: Because we keep our mouths closed and cover our noses, air can't enter our mouths and noses, so we can't breathe. So we will feel breathless and uncomfortable. Do you think we need air?
2. Teacher: We need air. What about animals? What about flowers and trees? They also need air. Where there is life, air is needed. What will happen if there is no air? Will not survive.
3. Teacher: Although we cannot live without air, what kind of air do we need? Is it clean air or polluted air? If we breathe dirty and polluted air, we will get sick, which is not good for our health, so children should protect our air and environment. Can we litter and spit everywhere? What should we tell dad when he smokes? What else can we do? Let's see how others do it, shall we? Tell the children what they are doing. (Children say) They are doing little environmental protection guards, protecting our environment and making our air fresher and cleaner. Only when we breathe clean air can our bodies be healthy.
4. Teacher: Children, do you want to be environmental guards? Ok, then come to the teacher and line up. Our little environmental guard is leaving soon. Let's go, little environmentalist. Goodbye, guest teacher. (Playing the music of the little environmental guards)
Kindergarten big class 3 science field teaching plan
Activity objectives:
1, feel the secret of sound transmission.
2. Interested in scientific activities and willing to explore.
3. Cultivate children's curiosity about things and be willing to explore and experiment boldly.
4. Willing to try boldly and share experiences with peers.
5. Learn to record your findings in various forms such as language and symbols.
Activity flow:
First of all, children can play with hollow paper sticks freely according to their own interests.
1, guide children to observe the paper stick.
Teacher: Today, the teacher made a toy for the children. Take it and see what it looks like. The child found that the paper stick was long and round, and the middle was hollow.
2. Children play with paper sticks
Teacher: Each of you takes a paper stick as a toy and shows it to the teacher. How do you play?
Second, guide children to use paper sticks as "megaphones" and play games with each other freely.
1, the teacher said to the children with great interest: Just now, the teacher saw a child talking with his mouth aimed at a paper stick. Each of you has found a good friend. One speaks to a paper stick, and the other listens with small ears. Listen to your good friend.
Children play in pairs.
3. Question: Did the children hear what your good friend said?
Teacher's summary: This long and round hollow paper stick can spread what we say, so we call it the megaphone.
Third, find the problem and make friends with the little question mark.
1, ask questions:
Teacher: Just now, all the children heard the clear and loud words coming from the loudspeaker, but some children said they couldn't hear clearly. (Show some inaudible megaphones. ) What's the matter?
2, revealing a small question mark (? ) What's the difference between guiding children to observe these loudspeakers? Since it's the same, why is the sound not clear? I'm going to send a mark (show a small question mark card) to this microphone. Do you know what this symbol is? This loudspeaker brings us a problem.
3. The children began to play with the megaphone again (the megaphone was changed to a solid one).
The children found that the sound they heard was not clear. Why? Children naturally have questions, and then guide them to put question marks on these loudspeakers.
Fourth, observe and compare, and solve problems.
What is the difference between a microphone with a small question mark and a microphone without a small question mark? Let them find a paper ball with a small question mark on it in the microphone.
Teaching plan of kindergarten big class 4 science field
Activity objectives:
1, understand the relationship between concentration and water through experiments, and be interested in scientific phenomena.
2. Be able to describe what you see in your own language and be willing to communicate with your peers.
3. Cultivate children's curiosity about things and be willing to explore and experiment boldly.
4. Willing to try boldly and share experiences with peers.
5. Learn to record your findings in various forms such as language and symbols.
Activity preparation:
Teacher: Red saturated sugar water and transparent water.
Children: A rag is for everyone.
First operation: ordinary red water and transparent water (one for each person)
The second operation: ordinary red water and transparent water (one for each person),
Sugar (one for each group) spoon (one for each person)
The third operation: red saturated sugar water (one for each group)
Sugar (one for each group) spoon (one for each person) ordinary red water and transparent water (one for each person).
Activity flow:
First, teachers perform magic tricks to stimulate children's interest in activities.
1, import, children guess.
Teacher: Today, Teacher Xie is going to perform a magic trick for the children. Please have a look. What does the teacher have? Please watch carefully. What happens if the teacher pours the red water in his hand into transparent water?
2. The teacher's experiment.
Teacher: Please look carefully. The teacher slowly poured the red water into the transparent water. Can it be turned into two floors?
Second, children try to explore experiments.
1, try it.
Teacher: So, children, do you want to make this magical water? Now please try the water on the table and see if you can make such wonderful water.
2. Discussion:
Teacher: Have you succeeded, children?
Teacher: Why didn't you succeed? Think about it and talk to the children next to you. )
Third, show the mysterious additive "sugar" for children to explore.
1, show me the sugar.
Teacher: Because there is something new in the teacher's water, and there is nothing in your water. What is this? (sugar)
Teacher: There is sugar in the teacher's water, but do you see sugar? Where is the sugar?
Summary: Sugar is soluble in water, so we can't see it.
2. Children conduct exploratory experiments.
Teacher: Please try again with the materials on the table this time!
3. discussion.
Teacher: Children, did you succeed this time?
It worked. How did you do that? (share with you the method of success)
It's useless Why not add sugar? (children's discussion)
Summary: put a lot of sugar.
Fourth, it shows red saturated sugar water. Children's exploration
1, showing saturated red water, for children to observe and discuss.
Teacher: Please look at the teacher's red water with a lot of sugar. (Children watch and discuss)
Summary: The teacher's water is sticky.
2. Children's experiments.
Teacher: Let the children put their own things on the table, put a lot of sugar, and try again when the water becomes sticky!
3. discussion.
Teacher: Did you succeed this time?
(2) Teacher: Why does the sugar-red water sink? (children's discussion)
Summary: There is a lot of sugar in the water. When so much sugar is dissolved in water, the water becomes heavy. And heavy things will sink to the bottom of the water.
Verb (abbreviation of verb) promotion activities
Son, putting sugar in red water can turn it into two layers. What happens if you add salt?
And then what? What happens if you put sugar in transparent water? Go home and try it with mom and dad! Finally, clean the table yourself.
Teaching plan of science field in kindergarten big class 5
Activity objectives:
1, know the clock, learn to watch the whole half hour, and form a good habit of observing the time.
2. Cultivate children's curiosity about things and be willing to explore and experiment boldly.
3. Willing to try boldly and share experiences with peers.
4. Fully experience "science is at hand" and generate interest in discovering, exploring and communicating in life.
5, can take the initiative to communicate their findings with peers, stimulate the desire to further explore things change.
Activity preparation:
Material preparation: courseware, self-made form, online exercise chart, and preparation for children's experience: recognition 1- 12.
Activity flow:
First, listen to the sound of the watch to stimulate children's interest in learning. Attract children's interest through sound.
Teacher: What's that noise?
Second, play the courseware and know the hour hand and the minute hand. Guide children to observe through visual teaching AIDS.
1, to understand the difference between a watch and a clock.
Teacher: Where have you seen a watch at home?
Summary: The big ones are called clocks and watches, and the small ones are called watches (pocket watches, watches).
2. Know the clock and distinguish the hour hand from the minute hand.
(1) play courseware and know the clock.
Division; What do clocks and watches have in common?
Summary: There are numbers 1- 12, hands and dials, which can tell people the time.
(2) Play the courseware and know the hour hand and minute hand. Distinguish the hour hand from the minute hand through observation, comparison and voice prompt.
Teacher: Are these two hands the same? What is the difference?
Summary: The short one is called the hour hand and the long one is called the minute hand.
(3) Children operate and understand clockwise rotation. A difficult breakthrough
Teacher: The clock wants to play games with children. Now the number is 1. Can you tell me where your watch is?
Teacher: I want to travel clockwise, and its route is 1 to 12 in turn. Can you dial the route it took? The minute hand is the same as above.
Summary: Both the hour hand and the minute hand rotate in the order of 1- 12. We call it clockwise rotation. Understand the clockwise direction by operating the game
Third, know the hour and half hour.
1. Learn about the whole hour and find out the same place by observing and comparing.
(1) Play the courseware and ask the children to find out the similarities between the three pictures.
Teacher: What number does the minute hand of the first picture point to? What number does the hour hand point to? (and so on, the second picture, the third picture).
Teacher: They have different times, but the minute hand points to the same number. What is that?
Summary: The minute hand points to 12, and the hour hand points to what time.
(2) Children's operation exercises. Children's hands-on practice
2, know a little, same as above.
Fourth, children's operation, combined with children's daily life, consolidate the grasp of the whole hour and a half. Opportunities for hands-on practice, verification and expression
Teacher: When do you have breakfast? When was the first activity? When do you do exercises? When is lunch? When do you fall asleep? What time is the outdoor activity in the afternoon, and what time will mom pick it up?
Summary: All children know the study and life time in kindergarten, and they can also look at their watches. I hope every child can be a good boy who is punctual.
Fifth, send a connection exercise chart to connect children. Verify the learning process.
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