Requirements of "Playing with Building Blocks" Teaching Plan Design Activities in Kindergarten
1. By playing with big building blocks, cultivate children's spirit of trying, develop children's basic movements such as walking, running and jumping, and develop children's balance and coordination ability.
2. Cultivate children's good quality of obeying collective rules.
3. Cultivate children's love for labor.
Activities to be prepared
Everyone has two big building blocks (one in each shape), a music tape and a tape recorder. There are several pots of flowers on one side of the field.
2 small red flags, 8 buckets, and 4 large basins filled with water.
Activity process
First, the beginning part
Children play with building blocks while listening to music.
Teacher: Each of us has two big building blocks. There are many ways to play with big chunks. It depends on which child plays the most and is the safest. (Children try to practice)
Second, the basic part
1. Focus on the demonstration.
Teacher: Who will introduce you? How many ways do you play? How do you play? Stand on the building block with one foot and jump once every once in a while. Several children cooperated to build blocks, walk and jump, etc. )
2. practice again.
Teacher: Please try a method you haven't played before.
3. Transfer large building blocks.
The children put the big building blocks in the middle of the field and lined up? Ten? Zigzag square column.
Listen to the teacher's password? Start? The leading children pass the big building blocks to the children behind them one by one to see which group passes quickly.
4. games? Water the flowers? .
Website layout:
Small | small
oooooo | |
OOOOO | river | flower
oooooo | |
Teacher: (1) There is a river ahead. Children, how can we cross it?
(Young: Build a bridge with big blocks)
(2) Let four groups of children build four small bridges and compare which group of bridges is better.
(Young: building blocks are placed at intervals)
(3) Let the children try to cross the bridge.
(Children try to practice)
(4) When the child crosses the bridge, don't shake his body forward, keep his feet firmly on the building blocks, or stick out to his sides to keep his body balanced.
(5) Explain the game: Today we will water the flowers on the other side of the river. The first child scooped water in the basin with an empty bucket, then ran across the bridge with one hand to water the flowers, then came back with the empty bucket and handed it to the second child, and so on.
Play the game twice and give the winner a small red flag.
Third, the conclusion part.
1. Summarize the game and praise the children who made correct moves and crossed the river smoothly with buckets.
2. Relaxation activities: release? Boating song? In the recording, the children took the big building blocks as boats and sat in them. A boat? Singing and rowing on it, the activity is over.
Kindergarten "Playing with Building Blocks" Teaching Plan Design II Activity Objective:
1. Understand the concept of object thickness and perceive the relativity of thickness.
2. Feel the thickness of the object when playing with building blocks.
Activity preparation:
1. Three pictures of building blocks with the same length and width but obviously different thicknesses, each with a few pictures and marked in the order from thin to thick.
2. Pictures of various articles with different thicknesses.
3. Several building blocks with different thicknesses.
Activity flow:
First, guide children to know objects with different thicknesses.
1. The teacher shows pictures of building blocks 1 and 2 on the computer, so that children can observe the similarities and differences of building blocks.
2. Teacher: What's the difference between these two blocks? Children answer that the height of building blocks 1 and 2 are different. Teachers can tell children that because they are all too short, they don't need to distinguish between height and thickness.
3. Teacher's summary: Building block 2 is thicker and building block 1 is thinner.
Second, children look for different objects.
1. The teacher shows some pictures for the children to observe, which objects are thick and which objects are thin. Ask a few children to go to the computer, point out which ones are thick and which ones are thin, and interact.
2. After reading the pictures, let the children talk about what other objects with different thicknesses are around.
Third, think about it.
1. The teacher shows the building block 3 and compares it with the building block 2. Ask the children: Which building block is thicker and which is thinner?
2. The teacher shows three blocks at the same time. Teacher: The ratio of building block 2 to building block 1 is thick. However, compared with building block 3, it is thinner. Why?
3. Teacher's summary: Building block 3 is the thickest, building block 2 is thinner and building block 3 is the thinnest.
Fourth, building block comparison. The teacher showed three pictures of building blocks with different thicknesses on the computer.
1. Three pictures of different building blocks with the same height, and count the differences in the number of different building blocks with the same height.
2. Take photos of the same number of different building blocks to see which building block has the highest height.
3. After the pictures are displayed, please divide the children into groups freely, and the teacher will send the building blocks to the children to build them and feel the relativity of the thickness of the objects.
Teaching plan design of "playing with building blocks" in kindergarten;
1, let children understand the force transfer phenomenon in the process of playing with building blocks.
2, in the process of operation to find the right building block spacing and learn some simple measurement methods.
3. Experience the happiness of success and stimulate children's interest in exploring scientific laws.
Activity preparation:
Everyone has a basket of building blocks, some graphics and some demonstration building blocks.
Activity flow:
Play with building blocks and discover new ways to play.
1. The teacher brought many building blocks today. Do you want to play?
2, OK, meet your requirements immediately, play to see who has the most brains, play new tricks and have the most fun.
3, children's operations, teachers patrol and observe, and find new ways to play.
Now, the teacher asked some children to introduce their games.
Three children went on stage to demonstrate their games.
6. Who do you think is the happiest player? Why?
7. Do you want to play? Come on, let's try.
Second, children play with building blocks in new ways.
The teacher observes and finds out three phenomena in playing a game.
1. Now, the teacher invited three children to come up and have a look.
2. Why can't the distance be too big? Can't it be smaller? So what should we do? Please study it again and try again.
3, the child uses a measuring tool to find the reason.
The teacher summed up the reasons for the three phenomena in one game.
When the children were playing just now, I found that some children arranged the building blocks in other shapes. When he touches the first block with his hand, the blocks behind him will fall off one by one. Now, the teacher asked the children to arrange different figures and compare which group is the most intelligent. If there are not enough building blocks, they can cooperate.
Three rows of different graphics, found different phenomena.
1, displaying different graphs.
2. Why do different graphics have different phenomena when touching the first building block with your hands? We'll study it next time.
End of activity: children discuss together.