I. Design Intention
The content of kindergarten science education should be close to the children's life experience, and the scientific research for children should start with the common things or things that happen around them.
Baking soda and vinegar are our common daily necessities, and balloons are also toys that every child likes. However, most children don't know that the gas produced by mixing baking soda and vinegar can blow up big balloons. Therefore, this activity is both familiar and unfamiliar to children, challenging and helpful to expand children's life experience and scientific vision. The mixing of baking soda and vinegar is only the carrier of the activity, not the only goal of the activity. The purpose of the activity is to let children experience a real inquiry process and the fun of scientific activities, so as to feel that "science is not far away, science is around".
Second, the activity objectives:
1. Know the scientific phenomenon that baking soda and vinegar mix to produce gas, and know that the amount of gas produced is related to the amount of materials.
2. Be able to cooperate with the experiment in an orderly way and go through the basic experimental steps such as guessing, verification and conclusion.
3. Interested in scientific experiments and willing to explore scientific phenomena around you.
Third, the activity preparation:
1. baking soda, salt, sugar, chicken essence, white vinegar, bottles, spoons, funnels, balloons and towels.
Children learn to fly balloons before class.
Fourth, the activity process
1. Stimulate interest with questions ―― Show balloons and bottles to stimulate interest in exploration.
Teacher: Little friend, the teacher also brought a little guest to see who will play with us. Wow, you all know. Xiyangyang came to play games with the teacher, and it was also very happy. It brought us many gifts. Let's have a look. What is this? Do you like balloons? Who can tell me how to make the balloon bigger? Is there any other way? You just said blow with your mouth. Let's try it together. Happy. He is very clever. He said you blew with your mouth. What about me? I don't blow with my mouth, I blow with a bottle. do you believe that？ I heard a child say it was impossible. I don't believe it. Let's have a look. He gave me a bottle from teacher Zhang. Let's have a look. Wow! Do you know why? Oh, let's ask Xiyangyang how to blow up the balloon. He said that he brought us many gifts. He brought us balloons just now. Let's see what he has brought us. What is this? (Soda powder) This is the secret weapon that jubilation brings us. It exists in all kinds of drinks. It helps patients to relieve pain and firefighters to put out the fire. Its name is baking soda. Jubilance said that adding it to the liquid below can blow up the balloon.
2. Show the observation and record it in the form, and the teacher will introduce and explain the observation record.
Teacher: Let's see what this is. Celebration has brought us so many gifts. It says everyone can blow balloons by adding secret weapons to them. Children nowadays use their brains to guess what can blow balloons like scientists. There is a question mark here, which means children can guess. If you think it's possible, just tick it below. Now, please bring the pens up in an orderly way. Oh, you think so. Is this the result? Then please ask the children to have a try.
3. Children explore experiments and teachers tour to guide.
Ah, Xiyangyang has prepared so much liquid for us. It wants you to try. would you like to have a try？ But teacher Zhang has a request. First, when we play with bottles and blow balloons in the future, we should use towels instead of wiping our hands with our bodies. We should keep the table clean and be a good boy who pays attention to hygiene. Secondly, when we want to put secret weapons, we should put the funnel on the bottle mouth, and we should not blow it with our mouths when we scoop baking soda with a spoon. When shaking the bottle, shake it gently and be careful not to blow it into your eyes. Third, after the experiment, you should pay attention to the liquid in your hand. If successful, we will tick below. If it fails, we will tick below. You got it? What game shall we play (blowing balloons)? After the bottle is unscrewed, we can't screw the lid back. We have to put the balloon on, okay? Now please come up by yourselves and choose one in an orderly way. (Children's experiment) Then let's invite two children to share. What is the secret weapon? What do you use? Oh, do you all use white vinegar and baking soda? Did you find out? The mixture of white vinegar and baking soda produces gas, which inflates our balloon.
4. Try to blow balloons with bottles again and experience the fun of science games.
So are you happy? Children who blow say they are happy, and children who don't blow say they are unhappy. What about now? Shall we play again? Then please bring your bottle up. Just now, the teacher heard a child say that mine was unsuccessful, and it was full of joy. It likes you very much and brings many gifts to our children. It says our children should try again. The requirement now is to be careful not to get it in your eyes when putting baking soda. Oh, don't shake it hard, just shake it gently. Now, please come and get them in an orderly way.
5. Show results and share experiences. Discussion: Why are some balloons big and some small? Find the answer through experiments.
Now, please show the teacher the balloon that you successfully inflated, and show it to the teacher. Put it in the teacher's basket and let the teacher and the children enjoy it together. Oh, the children's balloons are blown up. Are you happy now? What about the teacher? I don't understand a question now. What do you think of this balloon? (Small) What about this? (Big) Why? You tell me (because of his soda)
Just now you said it was related to baking soda. Now let's see if it has something to do with baking soda. What shall we use with baking soda? (White vinegar) Now, teachers' bottles are all the same size. We put the same amount of white vinegar. You just said baking soda has something to do with it. Let's invite a child to try it and see if our balloon is related to baking soda. We have the same amount of white vinegar. Let's put a spoonful of baking soda in a bottle and two spoonfuls of baking soda in a bottle. Will you see what will happen together? Shake it gently. We put two spoonfuls of baking soda in this pot and one spoon of baking soda in that pot. Let's observe. Which one blows up first? Does it mean that the size of our balloon is related to the amount of baking soda? Who has more? (There are many teachers) Then our balloons are related to baking soda. Could it also be related to white vinegar? Let's try it together. Now, how much white vinegar is there in that bottle? Let's put an extra spoonful of baking soda in now. Let's see what happens to balloons. Too much and too little means it has something to do with white vinegar, right? So the size of our balloon is related to the amount of baking soda, right?
summary
Today, we played a science game of blowing balloons in a bottle. We found that the gas produced by baking soda and vinegar can blow balloons, right? The size of the balloon is related to the amount of baking soda. In fact, there are still many liquids in our life that can be mixed with baking soda powder to make balloons blow up. Try other liquids when you go home today, such as our favorite cola and sprite. Let's try it at home. Today, we discovered the secret that mixing white vinegar and baking soda can make balloons explode. Share this secret with your good friends in the future. Today, our scientific activities are over. Goodbye, children!
Small class healthy balloon blowing teaching plan Part II: Bottle that can blow balloons Teaching plan Large class scientific activities: Bottle that can blow balloons
-Coach: Zhou Ya.
I. Activity objectives:
1. Discover the scientific phenomenon that baking soda and vinegar mix to produce gas, and understand that the amount of gas produced is related to the amount of materials.
2. Interested in scientific experiments and willing to explore scientific phenomena around you.
Two. Focus of activities:
It was found that baking soda mixed with vinegar would produce gas.
Three. Difficulties in activities:
Understand that the amount of gas produced is related to the amount of materials used.
Four. Activity preparation:
Each group has an activity material, transparent cup, baking soda, sugar, vinegar, funnel, and children learn to set balloons before class.
Verb (abbreviation of verb) activity process:
(1) Use questions to stimulate interest-show balloons blown by bottles to stimulate interest in exploration.
Teacher: Children, today the teacher plays an interesting science game with you. The name of this game is blowing balloons. Look … show the balloon blown by the bottle and think: where does the gas in the balloon come from? What's in the bottle?
(2) Stimulating learning with fun-looking for magical bubble solution and exploring the gas produced by mixing baking soda and vinegar.
Teacher: The bottle is not filled with water, but a magical bubble solution formed by mixing two materials. What are these two materials? Display materials: children smell and have a look: vinegar, baking soda, sugar.
Show the experimental table and guess collectively which two substances will produce gas together. (children's operation verification), vinegar and who can produce magical bubble solution?
Summary: Baking soda and vinegar will react together to produce air and blow up big balloons.
(3). Use what you have learned:
1. Try to blow the balloon with a bottle, and feel the gas generated by the mixture of baking soda and vinegar more intuitively.
Teacher: We found these two kinds of materials that can produce gas. How are you going to use them to help bottles blow balloons?
2. The teacher explains the operation process (set the balloon faster and cover the bottle mouth with your hand)
3. Show results and share experiences. Why are some balloons big and some small? The child's second experiment.
Summary: The gas produced by baking soda and vinegar can blow up balloons. The more the two materials are used, the bigger the balloons will blow up.
End of intransitive verb activity
Children, you are really something. Let's give this magical gift to the brothers and sisters in the middle class and the small class! Take the bottle out of the activity room.
Toksun county town center bilingual kindergarten
2065438+May 2003
Small class healthy balloon blowing lesson plan 3: kindergarten middle class scientific activity lesson plan: balloon blowing in a bottle kindergarten middle class scientific activity lesson plan: balloon blowing in a bottle
Design intent:
The "Outline" points out: "Science education should be closely linked with children's real life, and the things and phenomena around them should be taken as the objects of scientific inquiry." Balloon, no stranger to middle-class children, is something they love to play with. In daily life, most children also have the experience of blowing balloons, while children who blow balloons in bottles have little contact and show strong curiosity and interest. My inspiration for designing this activity comes from the children's TV program "Science Bubble-Bag in a Bottle" that children like to watch. It is intended to guide children to experience and perceive the relationship between the balloon in the blowing bottle and the air pressure in the bottle in the process of guessing and exploring, cultivate children's habit of observing from an early age, record the experimental results truthfully, and boldly express their exploration and discovery in words, so that children can experience the fun of scientific discovery and inspire children to further explore other methods. The ecological classroom pursues a relaxed, harmonious, safe and free ecological atmosphere. The four links of this activity are interlocking and step by step, so that children can enjoy the joy of the activity and experience the mystery of science in the "low-carbon" classroom.
Activity objectives:
1. Through speculation and exploration, we know the relationship between the balloon in the blowing bottle and the air pressure in the bottle.
2. Be able to record the experimental results truthfully and boldly express your findings in words.
3. Experience the fun of scientific discovery and stimulate the desire to further explore other methods of blowing balloons with bottles.
Activity preparation:
1. There are several bottles of different sizes, and the bottle mouths are covered with balloons. (as shown)
2. A child record paper, several crying and laughing dolls, a teacher record paper and a marker.
3. courseware.
4. Operate the music and concentrate the music.
Activity flow:
First, in the form of "magic", stimulate the interest of blowing balloons in small bottles.
1. The teacher showed the balloon in the form of "magic".
Teacher: Do the children want to blow up balloons?
Yang: Yes.
2. Ask two children to blow balloons in front of the group and fix the big balloons.
Teacher: Please try. Where are the balloons?
Yang: It's getting bigger.
Teacher: Tell me how you play it.
Yang: I blow hard.
Conclusion: When blowing a balloon, stick your mouth on it and blow it up hard.
The teacher continued to show a small bottle in the form of "magic", stuffed the balloon into the bottle and recorded the children's guesses. Teacher: If you put a balloon in a bottle, can you blow it up?
Yang: Yes.
Teacher: Teacher, this is a recording paper. Let's find out. What does this bottle stand for? What about the question mark? Where are the little hands?
Teacher: OK, guess the children who can blow big raise their hands. What can explain that they can blow it up?
Yang: Check it.
Teacher: This is just your guess. Whether it can be blown up in the end still needs textual research. Please gently take the balloon bottle out of your back pocket and try it.
Children can blow balloons freely in their seats.
5. Teacher-child discussion.
Teacher: Did it succeed? How to record under the "little hand" mark?
Teenager: Cross.
Summary: Facts have proved that guessing alone is not necessarily correct, and experiments are needed to draw a conclusion.
(Comment: Interest is the best teacher. In the first link, the teacher uses magic to mobilize the children's known experience. From "blowing balloons" to "blowing balloons in bottles", the difficulty gradually deepened, which stimulated children's interest in blowing balloons in bottles and thus put them into exploration activities. The children found that the balloon could not be blown out in a small bottle through experiments, which paved the way for the next step to realize that whether the balloon can be blown out in a bottle has nothing to do with the size of the bottle. )
Second, explore blowing balloons with four bottles of different sizes.
1. According to children's needs, provide bottles of different sizes to try.
Teacher: Why can these two balloons be inflated at first, but now they can't?
Young: It's not difficult.
Yang: The bottle is too small.
Teacher: Then I'll give you some big bottles, and guess if they can be blown up.
The teacher recorded the children's guesses.
Teacher: Your guess has been recorded. It's your turn to experiment. Please remember: a child has a basket with four bottles in it. Try each bottle and go back to your seat when you hear the music. Did you hear me clearly?
2. Children's operation and teacher's guidance.
3. Teachers and children discuss, and the teacher calls the children to talk about success.
Conclusion: Whether you can blow up the balloon in a big bottle has nothing to do with the size of the bottle.
(Comment: The Outline points out: "We should provide rich and operable materials to provide conditions for every child to explore in a variety of senses and ways." Teachers presuppose children's needs according to their age characteristics, and provide children with bottles of different sizes as the main body, so that they can construct their own understanding in their own experiments: it turns out that whether a big balloon can be blown in a bottle has nothing to do with the size of the bottle. )
Third, children explore again to find the secret of success.
1. Stimulate children's desire for success.
Teacher: I didn't succeed twice. Are you disappointed? Don't worry, the teacher has a good idea here.
2. Show the child's record paper and explain the requirements.
Teacher: This is your recording paper. I'll ask you to try the four bottles on it again. There are smiling dolls and crying dolls behind the recording paper. If the balloon in any bottle bursts, put a smiley face doll next to it. If it doesn't work, put a crying doll on it. Is it fun?
Before the experiment, I have three small requirements: ① Try every bottle; (2) carefully record; (3) If you succeed, don't forget to find out the secret of the baby bottle (one of the four bottles has a hole and a label).
3. Children's operation and teacher's guidance.
4. Teacher-child discussion.
Teacher: Who will talk about his findings?
Summary: It turns out that if there is a hole in the bottle, the balloon can be blown up.
(Comment: The two attempts aroused the children's thinking of "How can I fail" and the desire of "I'll try again". Teachers take this as an opportunity to further give children the confidence to explore and let them try again. Observation is the most commonly used method in scientific activities. By observing the secrets on the bottle, children can develop good exploration habits. )
Fourth, summarize and improve.
1. Guide the children to talk about the reasons, and the teacher summarizes the scientific truth.
Teacher: Why can a balloon be blown up in a bottle with a hole? Let's listen to what the computer doctor said.
It turns out that there is a scientific truth hidden here, because the bottle is full of air, and when the balloon is blown, the balloon that gradually becomes larger squeezes the air out of the small hole, so the air in the bottle without holes can't be discharged, so the balloon can't be blown up.
2. Look for related inventions in daily life.
Teacher: Scientists have also invented many useful things for our daily life according to this scientific principle. Let's have a look. (Play PPT: pumps, straws, syringes, etc. )
Summary: Today, we successfully inflated the balloon in the bottle by opening a small hole. Teacher, there is also a straw here. enumerate sb's merits
I wonder if standing in a bottle and blowing balloons will succeed. Let's go back to the classroom and have a try.
(Comments: This link gives full play to the due role of information technology in teaching, helping children to vividly consolidate what they have learned, allowing children to experience the fun of discovery, playing the role of alternating static and dynamic, and making scientific activities no longer boring. In addition, the connection with daily life has greatly expanded this activity and made children understand that science serves life. Finally, the teacher threw the child a question, can you blow the balloon in the bottle with a straw, and naturally connect it with the activity extension through this question. )
Activity expansion:
1. Regional corner activity: put the materials in the science area for children to try, explore and discover further.
2. Family education: Take children to learn more about the scientific truth about air pressure. (Source: Qu Teacher's Teaching Plan Network)
Qulaoshi