I am a little detective. Lesson plan 1 activity goal:
1. Understand the characteristics of four "difficulties" and try to make reasonable solutions according to their characteristics;
2. Be able to express your ideas boldly through group discussion and cooperation experience, and learn to seek help from others when encountering difficulties;
3. Experience the joy of success in "finding someone", feel the power of cooperation, and have the courage not to be afraid of difficulties.
Activity preparation:
Story pictures, four "difficult" pictures (sand layer, silt, rock stratum and magma), pictures (sand digging team works with sand pump, well digging team pumps water with well digging equipment, driller works with drilling rig, firemen wear fire-fighting clothes to resist high temperature), foam cardboard, plastic shovel, pen and hula video.
Activity flow:
First, introduce scenes to stimulate the enthusiasm of being a detective.
1. Show pictures and tell stories: black children are playing with sand on the beach. Suddenly, a big pit appeared on the beach, and at the same time, the black child disappeared.
2. The teacher's question triggered the child's guess: Hey! Why did they disappear? Where will they go?
Second, clarify the characteristics of difficulties and group them.
1. The teacher shows the road map and four "difficult" pictures to help children understand the characteristics of the four "difficult".
Teacher: The journey to find black children is not easy. Starting from the bunker, you will encounter many difficulties all the way down. The first is through thick sand, the second is through oozing mud, the third is through hard rock, and the fourth is through high-temperature magma. Are you confident to complete the detective task?
2. Encourage children to talk freely in groups and draw solutions.
Teacher: time is tight, detectives. We only have ten minutes to discuss, so today we are divided into four groups. Each group will work out a difficult solution first, and then we will find someone together, which will be much faster.
Teacher: (Put the map of "difficulty" on four tables respectively) Now, please boldly contribute your ideas according to the characteristics of each difficulty (sand-thickness, silt-water, rock stratum-hardness, magma-high temperature) and draw reasonable ideas on the map.
3. Teachers patrol to observe the discussions and records of each group and participate in communication in time.
Third, pay attention to exchanges and discussions and seek cooperation experience.
1. Invite the representative of each group to introduce the group.
Teacher: Each group asks a small detective representative to introduce your solution and what we can do in case of such difficulties (introduced by the group representative).
2. Experience the situation, cooperate to find people, and modify or enrich the solution together in the process of "solving the case".
Teacher: Now that you have solved the problem, let's start together. In this process, we should unite and cooperate and help each other. Don't be afraid when we are in trouble. If we encounter difficulties that we can't solve, we can ask others for help.
Pass the first level: the thick sand layer blocked our way. What can we do? Who else can we turn to for help (showing the sand digger drawing with a sand extractor)
Pass the second level: oozing mud blocked our way. What can we do? Who else can we ask for help (show the pumping diagram of the excavation team with excavation equipment)
Pass the third level: hard rocks blocked our way. What can we do? Who else can we ask for help (show the driller's work map)
Pass the fourth level: the hot magma blocked our way. What can we do? Who else can we turn to for help (show the high-temperature map of firefighters wearing fire suits)
Fourth, reap the joy of success and share the harvest of "finding people"
1. Show pictures and tell stories: Here, there is a bunker. Let's climb out and have a look (children experience climbing action)! Wow, look, there are black children, and we finally found them!
2. Play the African hula music video and dance together to celebrate.
Teacher: Black children invited everyone to dance to celebrate in order to thank our little detective.
3. Guide children to share the harvest of "finding someone".
Teacher: What did you learn from today's detective activities (guiding children to talk about the wisdom of solving difficulties, the power of cooperation, and thanking others for their help)
I'm a little detective. Teaching Plan 2 Activity Objectives:
1. Understand the characteristics of four "difficulties" and try to make reasonable solutions according to their characteristics;
2. Be able to express your ideas boldly through group discussion and cooperation experience, and learn to seek help from others when encountering difficulties;
3. Experience the joy of "finding someone" success, feel the power of cooperation, and have the courage to be fearless of difficulties.
Activity preparation:
Story pictures, four "difficult" pictures (sand layer, silt, rock stratum and magma), pictures (sand digging team works with sand pump, well digging team pumps water with well digging equipment, driller works with drilling rig, firemen wear fire-fighting clothes to resist high temperature), foam cardboard, plastic shovel, pen and hula video.
Activity flow:
First, introduce scenes to stimulate the enthusiasm of being a detective.
1. Show pictures and tell stories: black children are playing with sand on the beach. Suddenly, a big pit appeared on the beach, and at the same time, the black child disappeared.
2. The teacher's question triggered the child's guess: Hey! Why did they disappear? Where will they go?
Second, clarify the characteristics of difficulties and make plans in groups.
1, the teacher shows the road map and four "difficult" pictures to help children understand the characteristics of the four "difficult".
Teacher: The journey to find black children is not easy. Starting from the bunker, you will encounter many difficulties all the way down. The first is through thick sand, the second is through oozing mud, the third is through hard rock, and the fourth is through high-temperature magma. Are you confident to complete the detective task?
2. Encourage children to talk and draw solutions in groups freely.
Teacher: Little detectives, time is pressing, and there is only ten minutes to discuss the plan, so today we are divided into four groups. Each group will work out a difficult solution first, and then we will find someone together, which will be much faster.
Teacher: (Put the map of "difficulty" on four tables respectively) Now, please boldly contribute your ideas according to the characteristics of each difficulty (sand-thickness, silt-water, rock stratum-hardness, magma-high temperature) and draw reasonable ideas on the map.
3. Teachers tour to observe the discussions and records of each group and participate in communication in time.
Third, pay attention to exchanges and discussions and seek cooperation experience.
1. Invite representatives from each group to introduce the group plan.
Teacher: Each group will ask a detective representative to introduce your solution and tell us what we can do when we encounter such difficulties. (introduced by the group representative)
2, situational experience, cooperation to find people, and in the process of "solving the case" to jointly modify or enrich the solution.
Teacher: Now that we have your solution, let's start together. In this process, we should unite and cooperate and help each other. Don't be afraid when we are in trouble. If we encounter difficulties that we can't solve, we can ask others for help.
Pass the first level: the thick sand layer blocked our way. What shall we do? Who else can I turn to for help? (Show the drawings of the dredging team, with sand extractor)
Pass the second level: oozing mud blocked our way. What shall we do? Who else can I turn to for help? (Pumping drawing showing the well-digging equipment used by the well-digging team)
Pass the third level: hard rocks blocked our way. What shall we do? Who else can I turn to for help? (Show rig workers the working drawing of the rig)
Pass the fourth level: the hot magma blocked our way. What shall we do? Who else can I turn to for help? (Showing firemen's ability to withstand high temperatures in fire suits)
Fourth, reap the joy of success and share the harvest of "finding people"
1. Show pictures and tell stories: Here, there is a bunker. Let's climb out and have a look (children experience climbing action)! Wow, look, there are black children, and we finally found them!
2. Play an African hula music video and dance together to celebrate.
Teacher: Black children invited everyone to dance to celebrate in order to thank our little detective.
3. Guide children to share the harvest of "finding someone".
Teacher: What did you learn from today's detective activities? Guide children to talk about the wisdom of solving difficulties, the power of cooperation, and thank others for their help. )
I'm a little detective. Teaching Plan 3 Activity Objectives:
1, in the process of case detection, guide children to carefully observe and transfer experience, and try to analyze cases by comparison, analysis, reasoning and exclusion.
2. Feel the important role of careful observation of people and scenes in the detection process.
Activity preparation:
1, I know all kinds of footprints
2. courseware: ppt screen
3, children's detective card hand, pen.
4, detective props (glasses, magnifying glass).
Activity flow:
First, the cause of the incident-out of stock.
1, click ppt screen 1: Panda opens a supermarket.
Teacher: Panda has opened a supermarket, and its business is very good. Many customers come to buy things. After a busy day's business, all the guests left. The panda asked for the goods and counted the quantity of the goods.
2. Click on ppt screen 2: Commodity list.
The children check their list cards and record the number.
Teacher: Look at the calculated list carefully. What problems did you find?
Yang: There are/kloc-0 cakes on the shelf, and there are 3 cakes on the record list, and 2 cakes are missing.
Young: There are 3 cans of honey on the shelf, 4 cans of honey on the record sheet, and 1 can of honey is missing.
Second, carry out testing.
1, guess.
Teacher: Where are the lost 1 jar of honey and two cakes?
The children guessed what might happen in the free exchange shop. Guide the child to say that someone took it.
Teacher: Who will take it? Come and see the customers who have been to the supermarket today!
There are six kinds of animals, such as bears, monkeys, foxes and puppies. Animals have different facial expressions, movements and clothes, which is conducive to guiding children to observe, analyze and reason. ) Teenager: It's a monkey, because it looks like a bad guy with glasses.
Yang: Maybe it's a puppy, because the dog is sweating and nervous.
Yang: It's a bear, because bears love honey.
Yang: Maybe it's chicken, because it's suspicious to go to the supermarket with a backpack.
Young: ...
Teacher: You are right, but these are all guesses. Just guessing, think about what the detective needs to find to solve the case.
Guide children to draw: look for clues.
Teacher: Today, let's be a little detective and look for clues together!
2. Circle the suspects according to the clues.
Clue 1: Footprints (click on ppt screen 5: Footprints) Teacher: What is left in front of the honey and cake counter?
Yang: The crescent moon is a horse's footprint.
Teenager: Like bamboo leaves are chicken footprints.
Yang: Maple leaves are the footprints of ducks.
Young: the footprints of a dog with round toes and a fox with pointed toes.
Teacher: The person who left these footprints is probably the suspect who took the honey and cake.
Teacher: Each of our detectives has a detective card like this. Please find the small animal that left the footprints and mark it on the first line, indicating that it is a suspect.
The child's operation and tick record are recorded on the test card by the teacher. Children correct their mistakes. (Teachers visit)
Clue 2: yellow grid. (Click on ppt screen 5: yellow grid) Teacher: Besides footprints in front of the counter, what else?
Yang: A piece of yellow plaid cloth.
Teacher: The person who left this yellow plaid cloth may also be a suspect. Who will keep this cloth? Let's take a look at these customers and look for them carefully.
Let the children say, find out which small animals this yellow grid belongs to. Listen to the teacher.
Put forward observation requirements: when observing, carefully observe every place on the small animals from top to bottom and from left to right, and don't miss one!
Teacher: Please find the suspect who may have left a yellow box and mark it on the second line.
Child operations. Teacher guidance. The child's operation and tick record are recorded on the test card by the teacher. Statistics have found two suspects.
Clue 3: Witnesses.
Teacher: Besides the footprints and yellow plaid found in front of the counter, we also found a witness.
(Pig) What is a witness? The person who saw someone take something is a witness. Let's listen carefully to what the witness has to say.
Piglet said: I saw the man with honey and cake wearing a vest with the number "58" on it. (Teacher's posture) The children repeat what the witness said.
Record clues. Record this clue in the first column of the third line while the hearer is talking.
The child's operation and tick record are recorded on the test card by the teacher.
3. Reasoning and closing the case.
(1), thinking: With so many suspects found according to clues, who is most likely to take the honey and cake? Please look at your detective card and think about it.
Discuss with children and guide them to find the most likely suspect from the three lines and the corresponding suspect marks.
(2) Children's reasoning: Who is the most likely person to take honey and cake?
Teacher: You can't tell who the suspect is just by a clue!
The children discussed freely and finally came to a conclusion. (puppy)
(3) Close the case and know the truth.
Teacher: The puppy is the one with the honey and the cake. Why did the dog take the honey and cake?
Ask the children to express their opinions separately. Teacher: Then let's ask the dog and see what the dog will say.
The dog said, I am a neighbor of the bear family. Mother bear is ill and wants to eat honey cake very much, but all the money at home is used to treat mother bear. The bear cried very sadly. I couldn't bear to part with my poor mother bear, so I went to the store to buy honey and cakes.
4. Discussion on the motive of the case.
Teacher: It was really the dog that took the honey and the cake. Why did the dog take the honey and cake? Is it right for the puppy to do this?