Little Sheep Classroom Teaching Plan 1 Activity Goal:
1. Explore and learn to draw a spiral from the inside out to show the wool of sheep.
2. Learn to add painting activities evenly within the specified range.
3. Draw carefully and enjoy drawing activities.
4. Dare to paint and decorate in a symmetrical way.
5. Let children experience the ability of independence, autonomy and creativity.
Activity preparation:
1, children's books, crayons.
2. Sheep toys.
Activity flow:
I. Singing the song "Cotton Candy" Export Activity Theme: Sheep. Stimulate children's interest in activities.
1, "Everyone is really happy today. Do you want to sing a song? "
Let the children sing and do actions, and imitate the actions of small animals in the process of singing. (Chicken, Duckling, Rabbit, Mouse, Lamb)
2. What animals did the children recall singing just now?
(1) "What animal did we summon just now?" (Chicken, Duckling, Rabbit, Mouse, Lamb)
② "What does a lamb look like?" The teacher showed a model picture of the lamb. Guide children to observe in an orderly way: the head (angular; Bearded) → Body (with wool on it) → Tail (short)
Second, stimulate children's interest and enthusiasm in drawing lambs.
1 You see, winter is coming, and the children are all wearing thick cotton-padded clothes, but what about the lamb? ""Do you want to help the lamb put on beautiful clothes? What's the lamb's clothes like?
2. Teacher's summary: The lamb is wearing a curly dress with a lot of curly hair on it, which is very warm.
Third, the teacher instructs the children to practice drawing spirals.
Teacher: How to draw a picture?
1, the teacher demonstrates painting, and asks the children to observe how to draw a spiral from the inside out.
2. Children practice by hand.
Fourth, children's painting, teacher guidance.
Fifth, evaluate and post children's works.
Teaching reflection:
Children's art activity is an operational activity, which requires them to use their hands, eyes and brains to transform their imagination and information they feel from the outside into their own psychological images, and then express them with certain art media.
Sheep small class teaching plan 2 activity goal:
1, know the sheep, know the appearance characteristics of the little sheep, and learn to paste "wool" with cotton in the designated area.
2. Experience the fun of artistic activities by watching and doing.
3. Encourage children to cooperate with their peers in painting and experience the fun of cooperative painting.
4. They will be used for bold artistic expression and creation, and they like decoration.
Activity preparation:
Contour of cotton and lambswool with double-sided tape.
Highlights and difficulties of the activity:
Try to show the fluffy feathers of chickens with sponges.
Activity flow:
First, the song "I love my little animals" export activity theme: sheep. Stimulate children's interest in activities.
1. The children recalled the animals they had just sung.
"What animals are there in this song?" (Chicken, Duckling, Kitten, Lamb)
The teacher invited the lamb to see what it looked like. The teacher showed the little sheep doll. Guide children to observe in order: head (with rubbing hair) → body (with wool on it) → tail (short)
Second, stimulate children's interest and enthusiasm in drawing lambs.
1. The teacher also invited a little sheep to play with us. What do you think is the only difference between this little sheep and that just now?
2. Teacher's summary: This little sheep is naked and naked. Shall we help him get dressed? How to help him get dressed?
3. Introduce cotton
Teacher: Do any children know what this is? What can cotton be used for?
Summary: Cotton can be used to make quilts, clothes, cotton swabs for disinfection and so on.
Third, the teacher explained the demonstration.
Today we are going to make a dress for the little sheep with cotton. Look carefully, little eyes! Pick up the cotton from the table and glue it into a small ball. Press it lightly with your finger and the cotton will stick. Little by little, until the lamb's body is covered, the clothes are ready. Be careful to press the cotton, or it won't stick!
Fourth, children's painting, teacher guidance.
Would you like to have a try, gently lift the small chair and find an empty seat at the back table, and dress the lamb together?
Fifth, evaluate and post children's works.
Teaching reflection:
Children's art activity is an operational activity, which requires them to use their hands, eyes and brains to transform their imagination and information they feel from the outside into their own psychological images, and then express them with certain art media.
Little Sheep Classroom Teaching Plan 3 Activity Objectives:
1, can carefully stick activities and exercise small muscle control.
2. I like to participate in art activities and experience the fun of pasting.
Activity preparation:
A set of cotton for pasting; A piece of art paper with sheep on it; One white latex for each group; Brush one hand; One semi-finished product and one finished product for the teacher to demonstrate.
Activity flow:
1, riddle introduction, stimulate children's interest.
Teacher: The teacher asked the children to guess a riddle: wearing a big cotton-padded jacket, there are many weeds, and after the severe winter, all the hair has fallen out. I think that child has a quick brain.
Teacher: The riddle asks children what animals wear big cotton-padded jackets and like to eat weeds. After the cold winter, what animal contributed all its hair? (Explain the riddle to make it easier for children to understand)
Summary: Sheep have thick hair and like to eat delicious weeds.
2. Experience observation, compare similarities and differences, and initially perceive operational materials.
Show two little sheep that the teacher used to demonstrate, one with wool on it and the other without.
Teacher: Look, teacher, here are two lambs. I want to invite all the children to touch them and see if they are different.
Teacher: Today, Little Sheep wants to ask the children to help him put on a neat and beautiful dress. The teacher has prepared cotton, white latex and towels for you, and the children will make them in groups later. Now let's see how the teacher dresses the little sheep. You should take a closer look.
3. The teacher explained the demonstration and put forward the operation requirements.
(1) explanation and demonstration
① Brush latex;
② Sticking cotton;
(3) Modifying the work;
(2) Request:
① Don't brush the latex onto the table;
② Don't stick cotton outside the contour line;
4, children's operation, teachers guide the tour
(1) The white latex accidentally stuck outside can be dried with a hand cloth;
(2) concentrate on the operation and don't quarrel;
(3) A child with strong ability can slightly raise the requirements and let her arrange the wool more neatly.
5. Teachers and children use evaluation to guide children to appreciate the advantages and disadvantages of others.
Collect children's works, appreciate them, and let children talk about which sheep they like and why.
6. The activity ended naturally.
Sheep small class teaching plan 4 activity goal
1. Know Little Sheep and be willing to help Little Sheep.
2. Be able to tear and paste small notes and experience the fun of making "wool".
3. I will boldly use them for artistic expression and creation, and I like decoration.
4. Cultivate children's appreciation ability.
Activities to be prepared
1. "Lovely Little Sheep" teacher's teaching resources and teacher's template painting.
2. Video about Little Sheep.
3. Glue stick, white paper and "Little Sheep" outline drawing paper prepared by the teacher.
Activity process
1. Show teachers' teaching resources and guide children to know Little Sheep.
(1) The teacher guides the children to observe Little Sheep and get a simple understanding of the basic appearance characteristics of Little Sheep. (Focus on letting children observe the shape characteristics of "wool").
(2) Teachers organize children to watch videos of Little Sheep. The teacher guided the children to know that the lamb should wear "thick new clothes" for the winter.
(3) Show the outline drawing paper of "Little Sheep" and guide children to observe Little Sheep on the drawing paper.
Ask the children: How can we help this little sheep spend the cold winter safely?
2. Under the guidance of the teacher, let the children tear and paste the "wool" and experience the fun.
(1). The teacher demonstrated how to make "wool"-tearing paper. At the same time, remind the children to observe how the teacher tears the paper by hand in coordination.
(2). Children operate, teachers tour guidance, reminding children that the thinner the note, the better.
(3) The teacher instructed the children to stick "wool" on "little sheep".
Children paste independently, and teachers tour to guide children to paste "wool" in corresponding positions.
3. Show the works, let the children enjoy the little sheep in New Clothes, and experience the happiness of sharing and helping others.
Teaching reflection:
This reflects from one side that the development of fine hand movements of small class children is still immature. In future activities, teachers can gradually transition from plane to three-dimensional. With the coordinated development of children's hand movements, it will increase the difficulty of operating materials.
Little Sheep Classroom Teaching Plan 5 Activity Objectives
1. Know Little Sheep and be willing to help Little Sheep.
2. Make paper balls and experience the fun of making "wool".
3. After the activity, guide the children to organize their own painting materials and develop good habits.
4. Feel the beauty of the work.
Activities to be prepared
Little sheep picture, little sheep outline map, wrinkle paper, glue stick, etc.
Activity process
First, guide children to know Little Sheep
1. Show pictures of Little Sheep, observe Little Sheep, and get a simple understanding of the basic appearance characteristics of Little Sheep.
2. Focus on the shape characteristics of wool with children and know that lambs need new clothes for the winter.
Second, children use paper balls to make "wool" and experience the fun.
1. Teachers demonstrate making "wool"-making paper balls, and children observe making paper balls with their hands.
2. When children operate, the teacher gives timely guidance and pays attention to the paper balls in their hands.
The teacher instructed the children to paste "wool" on "sheep".
3. Appreciate being a lamb, put on "new clothes" and let everyone share the happiness of helping others.
Teaching reflection:
Children are very interested. Through this activity, we also know that as long as children are interested in something, they will give you unexpected surprises. Therefore, in future activities, we should start from children's interests and improve the quality of activities, because interest is the best teacher for children.
Little Sheep Classroom Teaching Plan 6 Activity Objectives:
1. Learn to use friction to represent sheep's oval fluffy body.
2. Explore the method of rubbing sheep with newspaper group.
3. Experience the surprise of a small cloud turning into a sheep.
4. Cultivate children's skills and artistic temperament.
5. After the activity, guide the children to classify the painting materials and develop good habits.
Activity preparation:
1, the child has been exposed to fluffy and soft things, such as plush toys; Get to know sheep and understand their furry characteristics.
2. Draw a sheep's body model with paper rubbings, and draw some homework paper with grass.
3. white. Ochre gouache pigment, newspaper group rubbed by children themselves, cotton swabs.
Key points:
Teachers should provide children with white pigments with no water or only a small amount of water, so that there will be hairmarks when rubbing on paper. Teachers can provide a large piece of homework paper with grass in each group according to the situation of children in the class, so that children can work together to create, and the picture effect will be better.
Activity flow:
1. Create the floating scene of "Cloud Girl" to guide children to feel the picture effect of paper wiping.
(1) The story guides people and arouses children's interest in Miss Yun.
Teacher: Miss Yun floats and floats. She sees a green meadow. This meadow is really beautiful! Miss Yun wants to play on the grass!
(2) Teachers show homework paper, paper balls and white pigments painted with grass to guide children to understand painting materials.
Teacher: What materials are there? Let's try to use these materials to become a cloud girl.
2. Teachers and children * * * share the method of building a little chubby girl.
(1) Teacher: Teacher Yun has various forms and changes. We want to be a chubby and round cloud girl today, so what should we do?
(2) Teacher: How can we shape a small and round cloud girl? How to build a big and round cloud girl?
3. Children try to print the shape of sheep with paper balls in the situation of "Cloud Girl".
(1) Teacher: Xiaocao wants to play with Teacher Yun, too. Let's conjure up many cloud girls on the grass. Come on!
(2) Teachers tour to guide and encourage children to show different sizes of sheep.
4. Children appreciate the teacher's paintings in the situation of "Cloud Girl Changing" and experience the surprise that Cloud Girl becomes a sheep.
(1) Teacher: "Teacher Yun" floated to the grass and saw many small animals playing on the grass, so he wanted to play with them as small animals. Guess what will become of Miss Yun?
(2) The teacher recreated the children's works, dipped the cotton swabs in ochre gouache paint, and drew the sheep's head, horns and legs on Xiaoyun to create sheep with different postures.
(3) Teacher: Wow! What happened to the grass? What's the difference between these little sheep? Which little sheep do you like and why?
Activity suggestion:
☆ Activity extension: Encourage children to imagine boldly, add pictures and try to show lambs in different postures.
☆ District corner activities: ① Education area: provide books about lambs and guide children to know different kinds of sheep and know what they like to eat. ② Art Zone: Provide homework paper, double-sided adhesive tape and cotton with Mianyang base map, and let the children stick double-sided adhesive tape and cotton on the base map to show the lamb by pasting.
☆ Environment creation: ① Collect some pictures of sheep in different postures and arrange them on the wall of the activity room for children to enjoy. (2) Make children's works into big pictures of lambs on the grass, and arrange them in the exhibition area to guide children to appreciate lambs in different postures.
☆ Family education: Parents and children read picture books about sheep together.
Teaching reflection:
Children are very interested. Through this activity, we also know that as long as children are interested in something, they will give you unexpected surprises. Therefore, in future activities, we should start from children's interests and improve the quality of activities, because interest is the best teacher for children.
Encyclopedia: Sheep is a common feeding animal in the genus Ovidae. Full figure and thick hair. Short head. The male sheep has a big spiral horn, which is majestic but actually plays a good-looking role. The ewe has no horns or only small horns.
Little Sheep Classroom Teaching Plan 7 Activity Objectives:
1, to stimulate children's love for sheep.
2. Cultivate children's meticulous observation and sensitive thinking.
3. Let children initially perceive the appearance characteristics of sheep and understand the close relationship between sheep and people.
Activity preparation: courseware, sheep model, watercolor pen, paper, tape, multimedia equipment for drawing sheep outline.
Activity analysis:
Sheep are not very familiar to children, because children rarely see sheep and don't know what they look like, so this activity focuses on letting children initially perceive the appearance characteristics of sheep, and it is difficult for children to understand the relationship between sheep and people. In the activity, the teacher mainly inspired questioning method to ask questions: Do you know what a sheep looks like? What's on the sheep's head? What's on the sheep? Do you know what sheep like to eat? What's it called? Children break through the key points through observation and discussion. When breaking through difficulties, teachers mainly use the methods of inspiration, encouragement and observation, and children draw conclusions through observation and discussion. The extension of this activity is: hands-on operation of my little sheep.
Activity flow:
Import:
Children enter the classroom with music on and park in their favorite parking spaces.
Expand:
1. Children watch the courseware and guess riddles to stimulate their interest in knowing sheep. Rich vocabulary: sheep.
2. Guide children to observe sheep:
(1) What does a sheep look like?
(2) What's on the sheep's head?
A sheep has two curved horns, a pair of eyes, two ears, a mouth and a nose on its head.
(3) What's on the sheep?
Sheep have curly and soft hair. Sheep have four legs and a tail.
3. The teacher summed up the appearance characteristics of sheep.
Step 4 ask questions:
How do sheep bark? What does it like to eat?
5. Inspire children to understand the relationship between sheep and people.
What can sheep's hair do?
(2) What can sheepskin do?
(3) What is the relationship between goat milk and people?
(4) What role does sheep play in our life?
6. The teacher's brief summary.
7. Stimulate children's feelings of caring for Little Sheep.
End:
1. The teacher briefly summarizes the activities.
2. Extension activities: complete the painting of the little sheep. (plus picture)
Design idea of teaching plan 8 for sheep small class;
Children in small classes like to doodle and tear paper at will, and the activity of tearing paper is often ignored by our teachers and parents, thinking that it is a joke. In fact, tearing paper is the most suitable manual activity for small class children. Using tearing paper can cultivate children's patience, meticulous learning attitude and creativity. The cute fluffy shape of lamb is familiar to children, and children have a certain understanding of lamb in their lives. In this activity, children are encouraged to help the lamb by observing it. According to the characteristics of children's age and psychological development in small classes, we can cultivate children's hands-on operation ability by tearing and pasting small notes, which can be boldly imagined and innovated. Therefore, in combination with my special project "Suitable mode of inquiry activities in the field of science" this semester, I focus on how to make children "tear out thin and long notes", and integrate paper tearing activities with scientific inquiry activities, so that children can naturally find the relationship between the lines of napkins and the difficulty of paper tearing in the process of independent inquiry.
Activity objectives:
1. Through exploration, it is known that the slender "wool" can be easily pulled out along the fibers of crepe paper.
2. Patiently participate in exploration activities and exercise the flexibility of your fingers.
3. Experience the happiness brought by helping Little Sheep keep warm.
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:
1. Each group has a piece of paper with the outline of a sheep, and there are several pieces of glue sticks.
2. 2-3 napkins per person.
Activity flow:
(A) create a situation, causing children's desire to tear the note.
The teacher showed the outline of the sheep: A few days ago, the Mao Gang on the lamb was cut off by the worker's uncle, and the weather became colder and colder. The lamb giggled and trembled with cold. What can we do? Who has a good way to keep the lamb warm? The child told the way to keep the lamb warm. )
Infant 1: Put on your clothes.
Child 2: Let it grow hair again.
(Comments: The creation of situations can help children enter the activity atmosphere better and faster, stimulate children's feelings of helping small animals, and play a good direct import role. )
(2) First operation: guide children to explore how to pull out long "wool".
1. Understand the wool morphology.
Teacher: Little sheep also thought of a good way, that is, put another layer of wool on its body to warm it up. Do you know what wool looks like? (The teacher plays the courseware)
Children 1: Wool is white.
Child 2: The wool is very thin.
Child 3: Wool is long.
Teacher: There are many napkins as white as wool. (Showing napkin) Who can turn this white napkin into thin and long wool? Ask two children to explore tearing wool.
2. Explore and tear "wool" independently.
Teacher: Did you pull out the long and thin wool?
Teacher: Teacher to the child who tore out the slender strip: How did you tear out the slender strip?
The teacher summed up the correct tearing method of "wool".
Teacher: It turns out that there is a little secret hidden in the napkin. One side of the paper is tight, difficult to tear, and easy to break, but the other side is loose, and it will break when you tear it gently, so when it is not easy to tear, turn the paper over and continue to tear it on the other side, and you will definitely tear out a long "wool".
(Comments: Using the method of letting children try first and then summarize by the teacher can not only develop children's practical ability, but also cultivate children's inquiry ability in the process of operation, so that children can truly explore first and then summarize by the teacher, so that children can become the masters of learning. Through children's demonstration, children can understand how to tear out the slender face and break through the difficulties of activities. )
(3) The second operation: guide the children to explore the "secret" in the napkin.
Teacher: Let's try it together, find out the "secret" in the napkin and see if it is tight and loose at the same time.
(Comment: Let the children practice tearing slender wool again, which not only consolidates the tearing skills, but also grasps the little secret of napkins. )
(4) The third operation: guide the child to tear out the thin "wool".
Teacher: It seems that you all discovered the little "secret" and pulled out so much long wool, but the little sheep said that it likes fine wool, so it is very soft to wear! Thick wool will pierce it. Who can thin the wool? (Ask children to demonstrate)
Teacher: Later, pick out the coarse hair from your basket and tear it into fine hair, and then stick it on the lamb everywhere, so that it won't get cold. Let's go and help the lamb!
(Comment: In the process of helping the lamb paste wool, it not only improved the children's cooperation ability, but also inspired the children's feelings of helping others and experienced the fun. )
(5) End the activity.
Teacher: With our help, the lamb is finally covered with long and thin wool! Little sheep says thank you! Are you willing to help the little sheep? Let's dance happily to the music!
Activity expansion:
1. The Science Zone provides colored paper for children to continue to explore.
Teacher: After doing some exercise, the lamb was hungry, but there was not enough grass on the grass. Can you pull up the long grass for the lamb with these green papers? Is there a little secret hidden in colored paper? Let's play again!
2. Provide different materials of paper and magnifying glass, so that children can continue to explore, observe and perceive the lines of various papers.
(Comment: The end of teaching activities does not mean the end of children's exploration and learning activities, so I continue to create situations in the extension of activities to further stimulate children's desire to explore other types of paper)
Activity reflection:
First, on the premise of interest
Interest is the best teacher. How to make "serious" scientific activities full of interest and stimulate children's desire to explore and think is the primary prerequisite for carrying out scientific activities. The main goal of this activity is to let children perceive the longitude and latitude lines in napkins through exploration. If children only explore and perceive by tearing paper repeatedly without situational support, it is difficult for children to maintain their enthusiasm for exploration for a long time. So the story situation was created at the beginning of the activity. "A few days ago, the Mao Gang of the little sheep was cut off by the worker's uncle, but it was getting colder and colder, making the little sheep giggle and tremble. What can we do? Who has a good way to warm the little sheep? " This introduction fully considers the interests and needs of children, which can be said to be their favorite, and the atmosphere of the activity is instantly activated, laying a good foundation for the smooth follow-up activities.
Second, the principle of seeking truth from facts.
Sometimes, in order to carry out scientific activities smoothly, we often take the approach of "reducing the difficulty of asking questions" or "making exploration activities a form". Let the activities seem active and smooth, but children can't keep up with them, let alone cultivate their early scientific literacy and rational thinking enlightenment through activities. Therefore, in this activity, I strive to gradually guide children to find and solve problems in operation through scientific and true questioning and exploration.
1. What a problem.
Before the first exploration, I asked, "There are many napkins as white as wool. Please use your little head and hands to think about how to turn napkins into "wool" and give them to lambs (show me a torn "wool"). " After that, the teacher didn't demonstrate or ask the children how to do it. Instead, he threw the questions to the children and asked them to guess and try boldly after observing the pieces of paper and notes. In addition, how to turn napkins into wool is more open, so that children's ideas will be very open and children will mobilize all their existing experience to explore. This is a cultivation of scientific literacy-let children use their existing experience to solve existing problems.
When the child attributed the reason to trying to pull out the "wool" in the right way, the teacher asked: "Why can't you pull out the" wool "with the right action this time?" Inspire children to think and try further. In repeated attempts, children gradually realize that one side of the paper is easy to tear, and the other side is difficult to tear, that is, there are latitude and longitude lines in the paper.
2. Really exploring.
The exploration teacher of the whole activity lets the children think and operate independently in the form of throwing questions. Because there are very clear questions to ambush, children are still very targeted and interested in exploration activities. When children encounter difficulties, I always encourage them to actively explore and not give up. I help children continue to think and explore by throwing questions. In the end, when the children finally put thick wool on the lamb through unremitting efforts, that kind of satisfaction can not be achieved by manual activities, because manual work is more about the practice of motor skills, while scientific exploration is full of children's thinking and unremitting efforts, full of challenges and fun. '
Third, pursue expansion.
A good ending of scientific activities should inspire children to continue their in-depth exploration. So, at the end of this activity, I asked such a question: "After a period of exercise, the lamb's stomach was growling with hunger, but there was not enough grass on the grass." Can you pull up the long grass for the lamb with these green colored papers? " Is there a little secret hidden in the colored paper? Let's play again! "The story situation is still adopted, which makes the whole activity seamlessly connected, but at the same time, it fully stimulates the children's interest in exploring other papers and stops the activity to explore.