The teaching plan "Magnets" of kindergarten science open class contains the goal of reflection 1 activity;
1, consolidate the understanding of the characteristics of magnets attracting iron, and initially perceive the characteristics of "like charges repel, opposite charges attract".
2. Stimulate children's desire to explore and develop their ability to explore.
3. Consolidate the recording method of learning operation and refine cognitive experience through recording.
4. Fully experience "science is at hand" and generate interest in discovering, exploring and communicating in life.
5. Be able to explore and understand simple scientific phenomena through experiments in situations, and be willing to express their findings in their own language.
Activity preparation:
Three magnets (one color magnet and two ring magnets), two recording papers, red and green markers and post-it notes.
Activity flow:
First, stimulate children's interest in exploration and trigger activities.
1, children, have you seen Teletubbies? Their four good friends, you love me, what will I do if I love you?
2. (Teacher shows colored magnets) What do you think this is? It also has its own good friends! When it finds a good friend, it will also cling to it. Do you think the blackboard is a good friend of colored magnets? The teacher demonstrated the experiment and instructed the children to learn the method of recording. If it is his good friend, draw a green dot; If it is not his good friend, draw a red dot.
3. Show the first recording paper. Colored magnets still want to find friends. Guess what its friends will be? Are these things good friends of colored magnets? Try it together and record it.
Step 4 focus. Where can I find friends with colored magnets? People come to the conclusion that magnets can attract things made of iron.
Second, guide the children to find the poles of the magnet.
1, color magnet can make friends with iron, so can it make friends with ring magnet? Are the two sides of the ring magnet good friends of the color magnet? Let's have a try. Communicate the child's findings.
2. We found that one side of the ring magnet is a good friend of the colored magnet, but the other side is not. Then how to record this discovery and tell everyone which side is a friend of colored magnets and which side is not? (Guide children to stick green post-it notes on the side that they are friends, instead of sticking red post-it notes on the side that they are not friends. )
3. According to the experiment, children put corresponding post-it notes on two ring magnets. The teacher checked whether the child posted it correctly.
Third, guide children to discover the characteristics of "like-sex repulsion and opposite-sex attraction".
1. Just now, we found that one side of all ring magnets is a good friend of colored magnets, and the other side is not. Are ring magnets and ring magnets friends? Can we be friends?
2. Show the second recording paper. Will Green Dot and Green Dot be good friends? Can the red dot and the red dot be good friends? Will the red dot and the green dot be good friends? Children guess and record their guesses.
3. Is our guess correct? Let's experiment together and record the results.
4. Collective. What did you find? Guide children to summarize the characteristics of "like-sex repulsion, opposite-sex attraction".
Fourth, the end. Today, we played a game of finding friends with magnets. How can you play with magnets? Children can play with magnets freely.
Activity reflection:
Today's activity is a scientific "magnet to find friends". Magnets are not unfamiliar to children, but they are very common in life. Today's scientific activities are mainly to make children interested in the imagination of magnets and get a preliminary understanding of the characteristics of magnets with different shapes that can attract iron and iron products. Let children experience the process of scientific inquiry by exploring magnets. Children play with magnets and suck. Perceive the essence of magnets, and children will have many questions about magnets through their own observations. Let children explore by themselves and find problems in exploration. Especially when I asked them why they couldn't suck cloth strips, several children told me that they could suck cloth strips, which gave clear guidance for the next step of absorbing iron through objects.
In the operation of the experiment, children can seriously participate in the experiment, but pay too much attention to the experiment and find that they have forgotten to record it after the experiment. It shows that children are not used to recording. In daily education and teaching, this method is used too little, and children should be allowed to record more in the future.
After the activity, I put the magnet into the regional activity. During regional activities, many children take magnets to find good friends, in classrooms, corridors, activity rooms and nap rooms. Whenever they find a friend with a magnet, they get excited. I asked the children to find friends with magnets at home and share them when they found them. Through such exploration activities, children will know that iron and iron products are good friends of magnets.
The teaching plan "Magnets" of kindergarten science open class contains the goal of reflection 2;
1, in the process of absorbing and playing, learn about magnets and feel the characteristics of magnets absorbing iron;
2. Actively participate in exploration activities, sprout the desire for knowledge, and experience success and happiness.
Let children know that happiness is good for their health.
4. Educate children to develop good habits of cleanliness.
Activity preparation: one for each person. Operating materials (magnets and envelopes containing various products).
Activity flow:
(1) Import activities:
1, Teacher: Today the teacher changed a magic trick for the children. There is a picture of the park prepared in advance on the table, with magnet figures on it. The teacher controls the magnet to move below and leads the magnet villain to visit the park. Manipulate the magnet to make the villain roll and jump, showing the villain's happy mood in the park.
2. Teacher: Think about it, children. How does the teacher do magic? Who helps villains swim in the park? (showing magnets)
3. Introduce the characteristics of magnets, and illustrate what is "attraction" with examples.
4. "Son, have you ever used a magnet in your life? What are they used for?
5. The question arises: What can magnets attract? (Children's imagination guesses)
(2) Operational exploration
1, various products
Teacher: "Today, the teacher brought many magnets and bags containing all kinds of small things to the children. If you want to know what a magnet can attract, just suck it with a magnet and tell the other person what it attracts? "
The children play with magnets, and the teacher's tour guide encourages the children to suck everything.
Question: What does a magnet attract?
Summary: It turns out that magnets attract pens, nails and needles. ...
Step 2 classify
Teacher: Children attract many things with magnets, but there are also many things that are not attracted. Can children be separated?
Please separate those that can be attracted by magnets from those that can't.
(3) Discussion activities
1. Why can some things suck and some things can't?
2. What is the sucked thing made of?
3. Summary: Iron products can be attracted by magnets.
(4) Magnet game
1, Teacher: "Magnets are very useful in our life, and we can do magic. Let it play magic with the children today, will you? "
2. Let the children play with magnets, let the magnets move under the table, and watch the iron products on the table move with them.
(5) Extended activities
1. provide magnets and various products in the science and technology operation area to encourage children to explore further.
2. Guide children to find iron products in life.
Activity reflection:
Although children know that "magnets can attract iron", in fact, children are not familiar with "iron products", which can be seen from the items they collect. To this end, the teacher starts from the child's realistic cognitive level, allowing the child to distinguish objects that can be attracted by magnets through experiments and understand the characteristics of iron products. It is also worth mentioning that the experimental materials prepared by the teacher are both complete and targeted, and there is no such thing as "the child wants it, but the teacher is not ready;" The teacher is ready, but the child can't think of it, which solves the "misunderstanding" of the child's understanding. This activity can be expanded. Teachers can organize children to continue to construct the concept of "iron products" through comparison, observation and analysis.