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Big class: understanding water teaching plans
As an excellent educator, it is very necessary to carefully design teaching plans, which are the basis of teaching activities and have an important position. Then the question is coming, how to write the lesson plan? The following is the big class I collected: Understanding Water Teaching Plan, welcome to read, I hope you like it.

Big class: Understand the activity goal of water teaching plan 1

1, learn to perceive the basic properties of water with multiple senses.

2. Cultivate students' observation ability.

3. Stimulate children's interest in exploring water and realize the importance of saving water.

4. Willing to try boldly and share experiences with peers.

5. Make children interested in exploring natural phenomena.

Teaching emphases and difficulties

Key point: Understand the basic properties of water.

Difficulty: Children can tell which of several liquids is water.

Activities to be prepared

Several glasses, water, milk, white vinegar, glass balls, a basin of water for each group.

Activity process

First introduce this lesson in the form of riddles to stimulate children's interest in learning.

Second, explore the basic nature of water.

1, water is colorless.

Show the water and let the children observe whether the water has color. And show the contrast between milk and water phase, talk about what color milk is and whether water has color, and come to the conclusion that water is colorless.

2. Water is tasteless.

Show water and white vinegar, and let the children see with their eyes whether they can tell which cup is water. Then let the children smell with their noses, what is the taste of white vinegar, and whether the water has a taste, and then let the children taste it with their small mouths, and come to the conclusion that the water is tasteless.

3. Water is transparent.

Let each child take a glass ball and put it in milk and water to observe and compare. Can you see beads? Why can you see beads in water? Know that water is transparent and milk is opaque.

4. Water has fluidity.

Play catch water, each group of children has a small basin of water, let the children catch water, discuss with each other, whether they can catch water, and draw the conclusion that water is flowing.

Discuss the use of water and educate children to save water.

After summarizing the nature of water, the teacher asked the children, "What can water be used for?" Let the children discuss and answer each other. Children will say according to their own life experience: water can be used for washing face, washing hair, washing feet, washing clothes, bathing and so on. Teachers can broaden their thinking and tell children that it can also put out fires, irrigate farmland and generate electricity. Let children know that water is very useful and human beings can't live without water, which leads to water conservation.

Let the children imagine what would happen to us without water. What will happen to the toilet? What happens when cooking? This will deepen the impression and let the children really save water.

The teacher asked the children, "What waste of water have you seen? How should we save water afterwards? " Teacher's summary

Teaching reflection

First of all, I felt the basic nature and fluidity of water in the activity goal, knowing that water is colorless, tasteless and transparent, experiencing the fun of playing with water, understanding the role of water, knowing that people can't live without water and save water, and all the goals were realized in the activity. However, through after-class reflection, I think the goal orientation of this activity is not accurate enough, and it is a bit biased towards scientific experiments, so it needs to be more rigorous in future goal setting. When I let my children explore freely for the first time, although I can emphasize routines, I found that some children are fighting for materials. Faced with such a situation, I wonder whether to distribute the materials to one person, so that the children will not have such a situation. Although I prepared a manual copy of the operation materials for my children, they were put together, so this happened to my children. When guiding children to perceive the fluidity of water, I draw a conclusion through games. Children can speak it quickly, but their language ability is still insufficient to express their ideas well.

Today, children are still very interested in this activity, and their enthusiasm is relatively high, but the operational routines need to be strengthened, and the vocabulary of the language needs to be cultivated in daily life.

Big class: understand the teaching objectives of water lesson plan 2;

Know that water has no fixed shape, but it has a certain volume.

Teaching emphases and difficulties:

Recognize that water has no fixed shape, but it has a certain volume.

Teaching preparation: water, beaker, sink, measuring cylinder, containers of different shapes, etc.

Teaching process:

First, import.

1, the teacher shows the pictures about water in the courseware?

Students watch.

Dialogue 2: Without water, we can't live and produce. In this class, we will learn about water together. (blackboard writing topic)

Activity: Observe the shape of water.

1. What do you know about water? Students can report it.

Blackboard writing: colorless and tasteless, transparent and easy to flow.

2. The courseware shows the illustrations in the book. Xiao Ming doesn't know what shape water is. Can we help Xiaoming?

Students say the shape of the container for water on the table.

3. The experiment proves the shape of water after it is poured into the container. The teacher demonstrates pouring water into different containers, and the students observe the shape of water. )

4. The same water poured into different containers will have different shapes. What is the shape of water related to?

The teacher wrote on the blackboard: Water has no fixed shape.

5. If we pour water into a container, what shape will it be? Please draw the shape of water in the book with your favorite color.

6. Show the plastic bag filled with water and squeeze it by hand, feeling that the water has a certain volume.

Health: No.

Teacher: This shows that water occupies the space between palms, that is, water has a certain volume. (blackboard writing: water has a certain volume)

Third, discuss learning: where is the water in nature, (teacher's summary after discussion with textbook illustrations)

Fourth, class summary.

Regional Angle Design 8: Ring Group

Objective: Practice the number-object correspondence within 5.

Materials: handprints made of sponge paper, waste plasticine boxes and paper "small rings".

How to play: according to the number on your finger, take out the corresponding "small ring" from the paper cup and wear it on your finger.

Tip: It's easy before it's difficult. Put the handprint with the hole on your finger and do the corresponding operation. It will be more difficult to set rings according to the number and color of palms.

Big class: understand the teaching objectives of water lesson plan 3;

1, know the basic characteristics of water.

2. Know the colorless, transparent, odorless and intangible flowing liquid of the character card.

3. Initially cultivate children's awareness of energy conservation.

4. Cultivate children's observation ability and hands-on operation ability.

5. Fully experience "science is just around the corner" and generate interest in discovering, exploring and communicating in life.

Teaching preparation:

Children: Each group has two glasses filled with water and milk, each group has a bottle filled with vinegar, each group has a glass ball and each basin has a teacher. Word card: colorless, transparent, tasteless, invisible and mobile liquid. A funnel, a water spoon and a foam board.

Teaching process:

1, the teacher shows the courseware: pictures about water.

Children watch.

Conversation: Without water, we can't live and produce. Let's get to know water together.

3. Let the children observe what color the water is. Take out the milk and let the children compare it. What color is the milk? Does water have color? Know that water is colorless, show the word "colorless" card.

Let each child take a glass ball and compare it with milk and water. Can you see the beads? Why can you see beads in the water? Know that water is transparent and milk is opaque. And show the "transparent" word card.

Take out the vinegar and let the children smell it. Tell me what you smell. Smell the water again Tell me if this water tastes. Knowing that water is tasteless shows the word "tasteless".

6. Experiment: How did the water get into the bucket?

(1) Let the children observe how the water enters the bucket when it is ladled into the funnel.

(2) Pour the water on the plastic board with a spoon. Water is like a waterfall. See how the water gets into the bucket?

Summary: Water flows into the bucket, showing "flowable liquid".

7. Play water games and let the children catch water with their hands to see if they can catch water. How can I catch the water? Look at the shape of water. Tell me if water has a shape.

Summary: The water in any container is the shape of the container. Water itself has no shape, showing the word "invisible".

8. Look at the word cards with your children and summarize the characteristics of water together.

9. Let children discuss what water can be used for. What if there is no water?

10, talk about how we should protect and save water.

Teaching reflection:

In the whole activity, children's curiosity was used to stimulate their interest in learning, which achieved the expected purpose and the effect was very good, even exceeding the expected effect. The whole activity not only made the children experience the happiness when the experiment was successful, but also enhanced their self-confidence and knew the necessity of protecting the environment. At the same time, it also cultivates children's observation and hands-on ability. It is very meaningful and necessary to carry out this activity among the middle class.

Big class: Understanding Water Teaching Plan 4 Objectives:

1, know the basic characteristics of water.

2. Know the colorless, transparent, odorless and intangible flowing liquid of the character card.

3. Initially cultivate children's awareness of energy conservation.

Prepare:

Children: each group has two glasses, which are filled with water and milk respectively, each group has a bottle filled with vinegar, each group has a glass ball and each group has a basin.

Teacher: Word card: colorless, transparent, tasteless, intangible and mobile liquid. A funnel, a water spoon and a foam board.

Process:

1, please observe what color the water is. Take out the milk and let the children compare it. What color is the milk? Does water have color? Know that water is colorless, show the word "colorless" card.

2. Let each child take a glass ball and compare it with milk and water. Can you see the beads? Why can you see beads in the water? Know that water is transparent and milk is opaque. And show the "transparent" word card.

Take out the vinegar and let the children smell it. Tell me what this smells like. Smell the water again Tell me if this water tastes. Knowing that water is tasteless shows the word "tasteless".

4. Experiment: How did the water get into the bucket?

(1) Let the children observe how the water enters the bucket in the funnel.

(2) Pour the water on the plastic board with a spoon. Water is like a waterfall. See how the water gets into the bucket?

Summary: Water flows into the bucket, showing "flowable liquid".

5. Play games on the water and let the children catch the water with their hands to see if they can catch the water. How can I catch the water? Look at the shape of water. Tell me if water has a shape.

Summary: The water in any container is the shape of the container. Water itself has no shape, showing the word "invisible".

6. Look at the word cards with your children and summarize the characteristics of water together.

7. Let children discuss what water can be used for. What if there is no water?

8. Talk about how we should protect and save water resources.