Kindergarten scientific field activities 1
moving target
1. Can distinguish the colors of common objects.
2. I am interested in color changes and like experimental activities.
3. Cultivate the ability to express beauty.
4. Cultivate children's curiosity about things and be willing to explore and experiment boldly.
5. Stimulate children to explore the fun of scientific experiments.
Important and difficult activities
1. Key point: arouse children's attention to the colors in their surrounding life.
Description: The perception of color beauty is an important aspect for children to feel beauty. Color is intuitive, but if children can't feel it intentionally, they will turn a blind eye. Therefore, it is more important to stimulate children's attention to the colors in their surrounding life than to know several specific colors. When children are interested in the surrounding colors, they can take the initiative to know all kinds of colors, and instant knowledge activities become their own needs.
2. Difficulties: arouse children's interest in scientific phenomena.
Explanation: Enlightenment education is not to pursue some immediate effect, but to create a good start for children's future development. Therefore, the purpose of the activity should be to make children interested in scientific phenomena, not experimental results. It is difficult for middle school students to achieve the effect of seeing the big through activities.
Activities to be prepared
Pigments and tinting utensils. The layout of the activity room should be colorful and coordinated.
Activity process
1. Encourage children to pay attention to the colors in their surrounding life through the activities of knowing colors.
(1) dispersed observation. Combined with daily life, guide children to observe the colors in nature, people's eye ornaments and surrounding objects, and know the names of some colors.
(2) Group activities. Let the children recall the observed colors first, and the teacher shows the corresponding color blocks, so that the children can identify and name the colors. Then let the children talk about their favorite color, and what is the same with their favorite color.
2. Through the use of color activities, children can be more familiar with color, experience the beauty of color and stimulate their interest in color.
(1) coloring activity. Provide children with all kinds of paintings, such as trees, fruits, flowers, etc. And let the children paint them with corresponding colors, which are similar to the original colors of the objects.
(2) Color matching activities. Let the children color the blank toys, clothes and leaves, and encourage them to match the colors themselves. After the activity, organize children to appreciate the works of their peers and talk about which color they like best.
3. Stimulate children's interest in scientific phenomena through experimental activities.
(1) color matching activity. Let children explore freely, try pigments and experience the fun of discovery. Then organize children to discuss the experience of color matching and talk about the change of color. Teachers can also further operate the experiment, so that children can find that the results of color matching are rich and changeable, and stimulate their interest in further exploration.
(2) Making activities, so that children can create suspense and curiosity by making and playing colorful wind wheels.
Activities in the field of kindergarten science II
moving target
1. In the process of disassembly and play, master the disassembly and assembly methods of electric toy batteries.
2. Actively participate in exploration activities, sprout knowledge and experience the happiness of success.
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. In the activity, let the children experience the joy of success.
Activities to be prepared
Each person has an electric toy, a small plastic box, toys that won't move for various reasons, and several batteries: a battery recycling box: schematic diagram of battery installation.
Activity process
First, set the situation.
Teacher: Children's Day is coming. In order to express their love and let the children have a happy holiday, the uncles and aunts of the toy factory specially donated a batch of various toys to everyone. (Showing electric toys) Guess: "Can this little monkey play drums?" "Can dolls dance?" These toys are all electric toys.
The teacher asked: Why do these toys move by themselves? Inspire children to explore.
Second, the operation exploration (a)
1. Dismantle the electric toy.
(1) Teacher: Now the teacher gives everyone a toy. Children can play with it and see how the toy works. If you want to know the secret of toy movement, you can also take it apart and communicate with each other. What did you find?
(2) Children play with toys, and teachers tour to guide them, encouraging them to disassemble boldly and put the disassembled things in boxes.
(3) Question: What did you find in the toy?
Summary: There are batteries, springs and switches in the toy.
2. Install the battery.
(1) Teacher: The children opened their toys and found many secrets. Can you put it back and let it move by itself as before?
(2) children install batteries (there will definitely be children who can't move toys because the batteries are installed backwards, and so on. )
Three. discuss
1. Why can't the toy I moved just now move?
2. If the battery is installed backwards, how to install the battery correctly?
Guide children to know the "+"and "one" signs on the battery. And show the schematic diagram on the physical projector and ask the children to install the battery according to the schematic diagram.
Four. Operational exploration (2)
1. Teacher: Here are some electric toys my brother plays with. For some reason, these toys won't move by themselves. Please take them apart later and check the reason, then try to move them. You can think about it with the children next to you, or you can tell your good friends.
2. Explore the operation of children, encourage children to communicate with their peers and teachers and express their findings.
Ask questions:
(1) Have you found the reason why the toy can't move? How did you make it move again?
Summary: There are many reasons why toys can't move by themselves. Some batteries are installed backwards, some batteries are not installed, some batteries are dead, and some batteries have no springs.
The battery is dead. What should I do with this waste battery? Teach children not to peel them off and throw them away, but to put them in a "battery recycling box", because the contents in the battery are harmful to human body, and random dyeing will pollute the environment.
Five, play with electric toys
Teacher: Today, children have all kinds of toys. We can discuss holding a "toy exhibition" so that everyone can share the happiness brought by toys and have an unforgettable holiday.
Activities in the field of kindergarten science 3
Activity objectives:
1, understand the growth process of beans and learn to record with pictures.
2. Observe carefully and patiently, and get into the habit of doing things from beginning to end.
3. Stimulate children's feelings of caring for plants through planting observation activities.
4. Cultivate children's curiosity about things and be willing to explore and experiment boldly.
5. Stimulate children's interest in scientific activities.
Activity preparation:
Records of children observing the growth of beans
Activity flow:
First, the beginning.
Teacher: Little friend, did you plant beans with your parents at home? Now let's take a look.
(The child answers)
Second, the basic part.
1, the teacher showed the beans planted by children, which aroused the interest of observation.
Teacher: Little friend, this is the bean you planted. So what? What is it like now? Remember what it used to look like?
(The child answers)
Children take out their own records and exchange their observations with each other.
Please show your own record sheet and introduce the growth process of beans to each other.
Teacher: Please tell your partner how the beans you grow grow slowly.
3. Collective communication to help children summarize the growth process of beans.
Please introduce the growth process of beans according to your own records.
The teacher helped the children summarize the growth process of beans.
Beans-grow two small buds-grow leaves-grow tall-bloom.
4. Guide children to find out the reasons why beans grow differently and stimulate children's feelings of caring for plants.
Guide children to find that bean leaves look different.
Teacher: Look carefully. Do all your beans look the same? What is the difference?
(The child answers)
5. Discuss the reasons.
(1) Teacher: Why do some beans grow tall, have many leaves and bloom, some don't grow tall, and some even rot?
(2) Ask some children to talk about how they grow and why their beans look different.
6. Stimulate children's feelings of caring for plants.
Teacher: How to care for it?
(The child answers)
Third, the ending part.
The teacher concluded: beans are like our good friends. We come to see them every day. If you find it dry, water it, but don't water it too much, or you will drown.
Activities in the field of kindergarten science 4
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.
Activities in the field of kindergarten science 5
Activity objectives:
1. We can find the ups and downs of several objects with different materials in the water through observation, and develop the ability of comparative observation.
2. Learn to use symbols to make observation records.
3. Experience the fun of ups and downs and be willing to actively express your findings.
Activity preparation:
Building blocks, plastic bottles, foam, pebbles, small pieces of paper, beads, baskets, plastic bottles filled with water, etc. ; Record sheet.
Activity flow:
(A) the introduction of scenarios to stimulate children's interest in inquiry.
1. Teacher: Today is a holiday. Little ants want to transport food across the river to prepare for the winter. The teacher prepared building blocks, foam, small stones, small pieces of paper, beads, plasticine and other items. Please help the children to see which of these materials are suitable for making boats to help ants cross the river.
2. Children discuss collectively.
Teacher: Now, please talk to the children around you. What material is suitable for the boat to help ants cross the river?
The teacher asked each child to say it.
(1) Teacher: Now, please tell the children what materials are suitable for making boats to help ants cross the river. (individual children answer)
(2) Teacher's summary: Some children say that paper can be used as a boat for small ants, and some children say that beads can be used as boats.
(2) Guide children to explore the ups and downs of objects with different materials in the water and record the results.
1. The teacher shows the record sheet and explains the recording method.
Teacher: This is the record sheet, and this row is the materials prepared by the teacher. Floating things can be boats, but heavy things can't be boats. Wait a minute, children put "√" behind something that can float.
2. Introduce the materials and explain the requirements.
Teacher: Let's experiment in groups later. The teacher prepared a record sheet, pens, beads, paper, foam, building blocks, small stones, plasticine, a basin filled with water and a rag for each group of children. Later, children can put these materials into the water to see what will sink and what will float, and make a record on the record sheet. Children should gently put the materials into the water, and if they are wet, they should dry the table and clothes with a rag in time.
3. Children explore the initial ideas in groups, encourage them to play with various materials, observe the ups and downs of objects with different materials in the water and record the results centrally.
(1) Teacher: Let's see which items sink as soon as they are put down, and which items keep floating on the water. Which items were floating at first and then sank?
(2) Children explore and teachers observe and guide.
4. Focus on sharing the survey results.
(1) Teacher: Just now, all the children did experiments. Now please discuss what you found in the experiment just now, which will sink and which will float.
(2) Children's discussion.
(3) Teacher: Now, please tell the children which items will sink and which items will float. (individual children answer)
(4) Teacher's summary: Children speak very well. Small pieces of paper and foam will float, while building blocks, beads, plasticine and pebbles will sink.
(3) Guide children to explore ways to make sinking objects float.
1. Inquiry 1: Let the sinking object float with the help of auxiliary materials.
(1) Teacher: Now, please help the little ants find ways to make the sinking things float like boats and record them on the record table.
(2) Encourage children to explore in groups how to make sinking objects float with the help of auxiliary tools, and record the experimental results.
(3) Teacher: How did you make the sinking thing float just now? The teacher recorded in the big record table according to the children's answers. )
(4) Teacher: Some children put beads on the foam so that they can be used as boats.
(5) Teacher: In our life, when do we use floating objects to make sinking objects float on the water? (individual children answer)
(6) Teacher: Children say that we use swimming rings when swimming, so that people will not sink.
2. Question 2: Let sinking objects float without the help of auxiliary materials.
(1) Teacher: Just now, we invited something that can float to help us float what is sinking. Now, let the children think. How can we make these sinking things float without any help?
(2) Children's grouping operation. Teachers guide children to float sinking objects by changing the weight of objects, such as pouring objects into plastic bottles.
Teacher: Please try to float a sinking object by changing its weight, such as pouring something into a bottle.
(3) Guide children to float the sinking object by changing the shape of the object. Knead a piece of plasticine into the shape of a boat.
Teacher: Please try to make the sinking object float by changing the shape of the object, such as kneading a piece of plasticine into the shape of a boat.
(4) Concentrate on sharing the experimental results, and ask individual children to tell the experimental findings.
Teacher: Just now, all the children did the experiment. Now, please tell us what you found. (individual children answer)
(5) Teacher's summary: Just now, children learned through their own exploration that changing the shape and weight of an object can make it float. After children go home, they can play ups and downs with their families, try to make the heavy things float and let the floating things sink.
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