Teaching plan for scientific activities 1 1. Purpose of activities:
1, knowing that two colors will become another color when mixed.
2. Stimulate children's hands-on operation and interest in color.
Second, the activity preparation:
Thin handmade paper in red, yellow and blue, plates with red, yellow, blue, green and purple eyesight.
Three. Activity 1:
1, show red, yellow and blue cellophane, and ask children to name the colors, and tell them what are the same colors in the activity room and daily life.
Children can freely play with each other and overlap colored paper to talk about their findings.
3. The teacher mixed the two colors together and created another color by magic to stimulate children's interest and curiosity.
4. Organize children to mix two colors by themselves and pour them together to guide children to find that the two colors will become another color after mixing.
Fourth, activity 2: spray fireworks.
1, show examples to guide children to observe.
2. The teacher introduced the gameplay.
3. Let the children cooperate with the teacher to spray fireworks, and let the children say what color the fireworks are. What happens when colors are mixed together?
4. Guide children to freely choose colors to spray fireworks and remind them not to dirty clothes and desktops.
Five, free to watch and evaluate the works of peers.
Scientific activity teaching plan Part II Activity objectives:
1, learn to change the dance movements of formation (circle).
2. Encourage children to watch the conductor and practice dancing.
3. Children perform boldly, with big movements and aesthetic feeling.
Activity preparation:
Flower leaf
Activity flow:
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Activity objectives:
1. You can get some interesting things about tadpoles through careful observation and tell them generously.
2. Yes, I can talk about some interesting things I saw about tadpoles.
Activity preparation:
A computer, a magnifying glass, an observation book and some tadpoles.
Design concept:
As they grow older, middle-class children are very interested in their surroundings. They always keep looking, listening, touching and moving. Especially for small animals around life, it has a strong attraction. In April, spring came and tadpoles became children's new friends. But what does a tadpole look like and how does it miraculously become a frog? What are you doing swimming around? The children are eager to find out, and their curiosity is satisfied through the activity of "interesting tadpoles". In the process of observing, thinking and discussing tadpoles, we have deepened our understanding of tadpoles, strengthened our love for small animals and improved our ability to observe and tell.
In this activity, teachers pay more attention to mobilizing children's own learning ability, paying attention to the process of children's observation and understanding of tadpoles, paying attention to children's own problems, and solving problems through observation, thinking and discussion. At the same time, actively accept children's views and use stimulation, guidance and encouragement methods to make children's thinking more active and learning enthusiasm higher.
Multimedia teaching is vivid, vivid and colorful. In this activity, you can vividly show the whole process of tadpoles turning into frogs, turn abstraction into vividness, and turn static into dynamic, so that children can feel immersive and have a strong interest in learning.
Activity flow:
First, stimulate interest and lead to the theme
1, Teacher: Spring is coming. Who's more in the pond? (Little Tadpole)
Do you know tadpoles? What does it look like?
Children may answer: tadpoles have a big black head and a long tail behind them.
Second, know tadpoles by observing and recording.
1, the teacher asked: Do you want to have a closer look at tadpoles?
Give each person a magnifying glass and a notebook, let the children observe the different dynamics of tadpoles first, and then draw their appearance.
Comments: Encourage children to concentrate on observation, find out several different movements of tadpoles and record them in their own way.
2. Organize children to fully communicate their observation results and introduce their own recording methods and results.
Third, set questions and understand the growth process.
1, Teacher: Do you know who the tadpole is when he grows up?
Children may answer: some become frogs, and some become toads.
2. The teacher asked: Do you know how tadpoles become frogs?
Comments:
Here let the children boldly imagine and creatively express the growth process of tadpoles.
3. Play the information about the frog's growth process.
After reading it, let the children talk about the tadpole-frog process.
The teacher asked emphatically: How did a tadpole change its front legs into a frog? What happened to the tail?
Children may answer: first long hind legs, then long front legs, short tail, long legs and toes.
Fourth, hands-on operation to reproduce the wonderful growth process.
1, collectively make a tadpole-frog growth map.
Comments: Through the action production, the impression of several important links in the growth of tadpoles is deepened again.
Verb (abbreviation of verb) promotion activities
Appreciate the story of "Little Tadpole Looking for Mother" and arrange children to make up stories in language activities.
Scientific activity teaching plan 3 activity objectives:
1. Perceive the length of one minute and initially establish the concept of time.
2. Understand the important role of time in people's daily life and cherish every minute.
3. Consolidate the understanding of clocks and watches.
Activity preparation:
1, slide: complete clock face, ticking, second hand walking for one minute courseware. Making ppt courseware in kindergarten
2, children's operating materials: peanuts, bowls, chopsticks; Beads and threads; Group record sheets, pens, etc.
3. A timer.
Activity flow:
First, think about it and awaken the existing experience.
1. Talk with children about the following topics through group, group or individual communication:
(1) Where have you seen clocks and watches?
(2) What is on the clock face?
(3) What is the function of the clock?
(4) Besides clocks and watches, what other daily necessities can tell us the time?
2. Encourage children to express boldly according to their existing experience.
3. The teacher showed the clock face with slides and summarized the children's answers.
Guide: We can see clocks at home, in classrooms and in many other places. There are 1- 12 numbers on the clock face, which are arranged regularly. There are also an hour hand, a minute hand and a second hand on the clock face. The number they refer to means what time it is. The function of a watch and a clock is the same. We collectively call it a clock. With the clock, we can know the exact time. Clocks and watches are good friends in our life.
Second, count, listen and feel how long the next second is.
1. Question: One square of the second hand represents one second. Do you think a second is long or short?
2. Encourage children to express freely with momentum.
3. Play a one-second "tick" sound to guide children to perceive and further express.
4. Summary: One second is very short. Tick-tock went by.
Third, compare and feel how long the next minute is.
1, compare one minute and one second.
(1) Communication: How long is one minute? Or a second? How many seconds are there in a minute?
(2) The teacher demonstrates with slides that the second hand starts to walk once from the number 12, and at the same time guides the children to count and perceive the length of one minute.
2. Question: What do you think you can do in one minute?
3. Grouping operation
(1) Introduce information and activity rules.
Guide: The teacher provided you with peanuts, beads, group record sheets, pens and other operating materials. You can choose at will, or put peanuts in another bowl with chopsticks, or string beads into strings. Everyone's operation time is one minute. One minute is up, you should stop and record the operation results on the group record sheet.
(2) Children's grouping operation (play the courseware, the timer counts for one minute, and children can watch the time while operating)
(3) Communication of operation results
Guide: Please ask all the children in each group to report how much you have accomplished in one minute. Please ask the first group first, then the second and third groups. ...
(3) Discussion: Is a minute long or short? Why do some children do more and some children do less in the same minute?
(4) Summary: Because things are different, some are difficult and some are simple, so the results will be different. If you do the same thing quickly and slowly, their results will be different, so only by grasping the time can you complete the task better.
(5) Accelerate the operation again.
Introduction: The teacher will give you another chance to do the same thing. Please speed up and see if the one-minute operation can be better than last time.
(6) Share the results of the second operation and summarize: The results of many children's second operation are much better than the first operation, which shows that we can do more as long as we hurry and speed up.
Fourth, improve the summary and learn to cherish time.
Discuss how to cherish time.
Guide: Time is precious. How should we cherish every minute?
2. Summary: One second and one minute are very short. But time is made up of seconds and minutes. We should learn to cherish every second of our daily life.
Activity expansion:
1, guide children to carry out various time-related competitions, such as running competitions, so that children can further perceive the length of time.
2. Remind children not to delay in daily life, learn to watch time and cherish time.
Design intention of teaching plan 4 for scientific activities
Children in small classes have little experience of smell, and the concept of smell stays at the level of good smell and bad smell, fragrance and smell. Even if there is, it is subconsciously accumulated, and there is little opportunity to explore the smell of various items. Through this exploration activity "Smell Bottle", it aims to provide children with an opportunity to accumulate olfactory experience and let them know the smells of various items.
moving target
1. Learn to smell objects with your nose and develop your perception.
2. Know that your nose can smell, and take good care of it.
3. Cultivate children's curiosity about things and be willing to explore and experiment boldly.
4. Cultivate hands-on observation and operation ability, and master simple experimental recording methods.
5. Fully experience "science is just around the corner" and generate interest in discovering, exploring and communicating in life.
Activities to be prepared
Each group has a set of hidden bottles, which contain: perfume, sesame oil, stinky tofu, soy sauce, vinegar, wine, honey and so on. , and provide items with various smells as much as possible.
Activity process
1. Stimulate children's interest in smell.
Teacher: "Little friend, do you know what the nose is for?" (Breathing, smelling) Picking up a bottle, "I want to know what's in the bottle. What should I do?" (Look or smell)
2. Guide children to perceive various smells.
(1) "There are many bottles on the table. Do you know what they are? "
Please open the bottle cap and smell what is in the bottle. Smell the bottle cap, then change the other bottles, and I'll tell you later. What do you smell?
(3) Children communicate the smell they just smelled.
(4) The teacher asked one child in each group to find out the smell of vinegar? (or other smells), see who smells first.
3. Guide children to discuss and expand their experience.
Son, what other smells have you smelled at home or elsewhere? Please tell everyone.
What's your favorite flavor? What smell don't you like? Why? Children discuss and communicate.
The teacher concluded that different things have different smells. Nose can tell us all kinds of smells and help us distinguish different things.
summary
Discuss how to protect the nose to inspire children to recall the feeling of nose injury or cold in the past, and discuss the ways to protect the nose.
The teacher concluded: Our noses are very useful. We can breathe and smell a lot of smells, so we should protect our noses. Know how not to pick your nostrils, don't stuff foreign objects into your nostrils, be careful not to bump into your nose during activities, and take an active part in exercise to enhance your physique.
Activity expansion
Put a set of dark bottles in the doll's kitchen, which contain perfume, sesame oil, stinky tofu, soy sauce, vinegar, wine, honey and so on. Make a "smell bottle", let children identify all kinds of smells and tell their findings in words.
Scientific activity teaching plan 5 activity goal:
1. Use the magnetic principle to make the "runner" move, and make and operate the game material.
2. Experience the happiness brought by scientific exploration and games.
3. Willing to try boldly and share experiences with peers.
4. During the activity, let the children experience the joy of success.
5. Stimulate children's willingness to explore the fun of scientific experiments.
Activity preparation:
1, magnet, small iron sheet, paper clip, plastic sheet, building block and double-sided tape;
2. A child activity material;
3.3 "runway" made of cardboard;
4. Example of "Running Villain".
Activity flow:
(1) "How to make your little people run?"
1, each child enters with a "running little man" in his hand. Teacher: This is the venue for runners to compete. We want our little man to run on the runway, so how can we make him run? Please do something! Let the children try various methods and let the villain run on the "runway".
2. Let the children talk and have a try. How did you make the runner run?
(2), "Guess how my little man ran?"
1, please ask the teacher's "running villain" to appear. Teacher: The teacher also brought a "running little man". I also have a way to make him run. Do you want to see how my little man runs together? The teacher operates the "running dog" to move on the runway.
2. Children guess why the teacher's "running villain" can run on the runway without pushing (or blowing, etc.). )? Children make reasonable imagination according to what they see.
3. Reveal magic.
(1), combined with the children's answers, reveals that the teacher has a magical thing in his hand-a magnet, and the villain runs on the runway with the movement of the magnet. Put forward a new question: are you sure you can run with the magnet villain?
(2) Please invite the second "running villain" (iron products are not fixed at the bottom of the villain) to appear. Let a child operate the material of the "running little man" on the runway and think about why the "running little man" didn't run with the help of a magnet. The second revelation: it turns out that there must be something to match the magnet to make the villain run with the magnet. So, who else does the villain need help?
(3) "Can you little people move like this?"
1, please make use of the materials provided and the magnetic principle to make the game materials to make the "running little people" move. Teacher: There are many materials on the desk. Try these different materials and see what materials can make the villain run on the runway with a magnet. Children's exploration, teachers give appropriate guidance according to children's ability; Encourage children to try to explore all the materials.
Step 2 move. Let the children take their "running little man" to the runway and let him try to run.
3. discover the law.
(1), please tell the children, what materials have you found to make "running little people" run under the attraction of magnets? What materials can't help the villains?
(2) verification.
(3) Find the law and reveal the principle of magnetism: Magnets are magnetic, which can attract iron objects, such as iron sheets and paper clips. When they are fixed at the bottom of the villain, the hand moves the magnet on the runway, and the villain will run with the magnet; When non-ferrous objects such as plastic pieces and building blocks are fixed at the bottom of the villain, it will not follow the magnet.
(4), "Look who's villain runs fast!"
1, warm-up exercise. Divide into groups and see which villains run fast and steadily.
2. U-turn relay race. Group behavior; After running the runway, you need to turn around, and the villain can't stop halfway. He wants to hold him with a magnet and move on, and his hand can't help. The team that finishes six people first wins.
Activity reflection:
Magnets are common objects in children's real life, and their iron absorption ability determines that they are favored by children. In this scientific activity, children learned that magnets can attract iron objects by playing, talking, thinking and searching. So it's also called a magnet. The children found interesting natural science phenomena in the independent exploration, and met the opportunities for children to actively express themselves in the collective communication, which well mobilized the enthusiasm of children to actively participate in learning, and at the same time improved their language expression and communication skills, which also reached the starting point and destination of our "supportive exploration".
Scientific activity teaching plan 6 activity goal:
1. Experience the fun of math activities.
2. Consolidate known figures: squares, rectangles, triangles and circles.
3. Primarily perceive the transformation relationship between semicircle and circle.
4, you can use the corresponding method to pave the way.
Activity preparation:
Material preparation: ppt, music, graphic cards, for the paved small house.
Experience preparation: have a preliminary understanding of various common graphics.
Activity flow:
First, import
From the duckling's new house, consolidate squares, rectangles, triangles, circles, etc.
Second, pave the way
1, scene shows: the duckling wrestles on the way home, resulting in uneven road.
Teacher: Please help the children pave the way.
Step 2 pave the way
(1) Guide children to observe the shape of the pit in the path first.
Teacher: What is the shape of the pit? Please fill in the stone with the same shape as the pit, and then check whether it is filled in. The size should be just right.
(2) Guide children to operate and fill them with graphics.
(3) What if there is still a hole that has not been filled in, but there is no figure with the same shape?
Guide children to observe the semicircle stone next to them: encourage children to try spelling, and the teacher will spell with different sizes for children to observe and compare.
Summary: Two semicircles with the same size can be combined into a circle.
(4) Call the duckling home and lead to the task of paving the road.
Explain one-on-one methods to pave the way. Children should have maps to pave the way, emphasizing paving the way diagonally side by side.
After the child has finished speaking, comment and show.
Third, the end of the activity
Send our paved route map to the science activity area of the classroom for display, and enjoy it together!
Activity expansion:
Let the children go home and find out what is square, rectangle, triangle, circle and so on.