Teaching plan of fun magnet1;
1, let children know the characteristics of magnets that can attract iron through operating activities.
2. Stimulate children's interest in exploring the phenomenon of magnet attracting iron, and develop children's observation ability and language expression ability.
Activity preparation:
1, each with a small basket and a magnet; Building blocks, plastic products, screw caps, keys, paper clips, coins, paper, cloth strips, teacups and other items.
2. There are magnets, schoolbags and other objects and some pictures in the pencil case.
Activity flow:
First, the game "treasure hunt" import activities.
1, children, today the teacher takes you to treasure hunt, but when we go treasure hunt, we children have to take something to look for. Let's see what we want to bring in. (The teacher shows the magnet). What is the use of magnets? People and children can talk freely.
2. Now children can go in and play with magnets? Did you see what happened? Teachers' itinerant guidance.
Teacher: Let's see why the magnet can't attract this thing. Yang: Because it is made of wood.
Teacher: My friend is very clever, so why can't the magnet absorb this thing?
Yang: Because it's plastic.
Teacher: Did you have a good time, children? Now it's time for you to find a seat. The teacher asked the children to tell us what the magnet had just sucked.
Yang: There are nails, clips, bottle caps and pins.
Teacher: Wow! What a powerful magnet! Magnets absorb so many things? Then see what the magnet attracts. What are the same characteristics?
Yang: They are all made of iron. The teacher concluded that magnets can attract iron.
Second, the child began to operate and found that the magnet partition absorbed iron.
Teacher: Now the teacher invites you to play another game. Now each child takes a cardboard, takes off the things on the magnet and puts them in the cardboard. What will happen if we play again?
Teacher: Tell me, children, why do these things move on the cardboard?
Yang: Because there are magnets under the cardboard.
The teacher summed up: the child is really smart! Another secret of the magnet is that it can also absorb iron through objects, but these objects should not be too thick.
Third, create a situation to let children know the use of magnets in life.
1. Just now, the teacher accidentally dropped many pins into the sand. Can you help the teacher find a way to pick them up? But it is too much trouble to pick it up by hand. Do you have a better idea?
Teacher: We have just learned the characteristics of magnets. Can you pick up the teacher's pin with a magnet? Who will try? Ah! Facts have proved that it is really possible!
It turns out that magnets have given us so much convenience in life! Then let's see what magnets do. The teacher shows pencil boxes, backpacks, magnetic toys and pictures to guide children to watch and understand.
Fourth, the activity is over.
Just now we learned that magnets have so many skills. What skills do mom and dad have when they go home to find magnets?
Large class science "interesting magnet" teaching plan 2 activity goal:
1. Enlighten and guide children to further perceive that magnets can attract magnets and iron products, and that magnetism is penetrating, explore and discover the role of magnets, and solve simple problems by using the characteristics of magnets.
2. Stimulate children's desire for exploration and interest in scientific activities.
3. Children can express the process and harvest of communication and exploration, and feel the joy of success and the joy of helping others.
Activity preparation:
1, red and blue bar magnets 1, small bells, small magnets, paper clips and other small iron items; Some non-ferrous metal items are put in the sorting box; Some pictures of Barbie dolls (with small magnets on the back); Boxes, bags, cups and other items made of various materials.
2. Photos of customs clearance; A children's tablet, pen, etc.
3, a waste banner, a small wooden fish, a paper clip, a small iron clip, a small disk, a torsion bar and so on.
4. Music and players.
Activity flow:
First, import activities.
1, talk to guide children into the situation.
A group of very beautiful and kind Barbie dolls were locked up by witches. If you want to save her, you must go through four levels. Are the children willing to save her? The teacher believes that you are all brave and kind children.
2. Show the plan and explain the rules.
3. Give everyone a weapon to save Barbie-a magnetic stick, and get ready for action. How can magnets save Barbie? )
Second, customs clearance activities.
Show me the map and explain the rules of the game. Today's rescue work is very tense. Everyone must concentrate, move quickly and always keep quiet. If it is exposed, Barbie will not be successfully rescued.
The first level: complete the ticket.
1, the teacher gave the children a record board (with tickets on it): "But you have to complete the records on the tickets to take effect."
See what you can smoke and what you can't. And fill the exploration results into the record table.
entrance ticket
Mark the exploration results with "√" or "×" in the blank.
2, children's operation to complete the ticket. (Children explore the items in the box in turn and make records in time)
3, the child expresses the results of the record form, and verifies it with * * * *, and the teacher will summarize and improve.
The second level: mine clearance operations.
1. The witch buried many mines in the grass ahead. These mines are all made of iron. Let's use the magnetic rod in our hands to see if we can clear the mine. Remember: never step on a mine or touch it with your hands, or the mine will explode and make no noise, lest the witch find us.
2. Children hold bar magnets in their hands and suck mines (small iron bells of various shapes) on the ground. Let children feel the characteristics of magnets absorbing iron again.
3. summary.
The third level: fishing for mermaids.
1, Teacher: There is a river ahead, and there are many mermaids in the river. We have to suck the fish up with a magnetic rod to cross the river smoothly.
2. Many colorful wooden fish are provided. The children tried to suck them with a magnetic stick. If they fail, provide them with small iron clips, paper clips and torsion bars, suggesting that they can suck up the small fish with the help of these iron objects.
3. Children must use the magnets in their hands to suck up the small fish and put them in the teacher's big box.
4. Summary: Children show their own operation methods separately. You know, although some things can't be attracted by magnets, they can also be attracted by magnets with the help of some iron materials.
Level 4: Save Barbie.
1, Teacher: Barbie dolls will be seen soon, but the witch has enchanted them to wear small magnets on their backs and hide them in small bottles, boxes and bags. Small magnet door, you must remember two things to save Barbie: (1), you can't directly hold Barbie with your hands; (2) You must use the weapon in your hand to rescue Barbie outside the box, bottle and bag. You got it?
2. The children split up and rescued Barbie with magnets in glass bottles, cartons, plastic bags and cloth bags. (Feel the magnetic permeability through operation)
3. Compare who saved Barbie more, suck at the other end of the magnetic bar, summarize the process of saving Barbie, and further enhance the understanding of the penetration characteristics of the magnet.
Third, sharing and communication.
Let Barbie lie on the crib (recording board) and revive. Please tell the little Barbie soldiers, what levels did we go through to save them? What method was used? (Help children improve their understanding of the characteristics and functions of magnets)
Four. Promotional activities
1, celebrate the victory, play a game on the operation board, and let Barbie dance to the music.
2, when the teacher is a magnet, a child is a Barbie doll or a combination of two children, do the game of "magnet and Barbie doll".
Teaching Plan 3 of "Interesting Magnets" in Science: Activity Objectives:
1. Based on the initial perception of the basic properties of magnets, children can feel, experience and understand the penetrating power of magnets through independent and cooperative exploration, thus stimulating their interest in scientific activities;
2. Encourage children to boldly try to record, express and communicate the process and results of their own operational activities in their own way;
3. Cultivate children's sense of cooperation and ability in activities with peers.
Activity preparation:
1, group activities
2. Each person has one operating material: magnets, iron products and a large number of non-iron products, and a record card is placed on the table.
3. Each group has more colorful product materials, including some bottles, boxes and other three-dimensional materials.
Activity flow:
(a) the beginning part
The teacher shows the children around the activity room to inspire them to think about the difference between today's class and the usual place, and see who has made new discoveries (the teacher will affirm the children's discoveries in time, enliven the activity atmosphere and stimulate the children's enthusiasm for observation and exploration).
(2) Basic part
1, inspire conversation, import activities
A few days ago, children played with magnets. Did you find something new, too? What are the skills of magnets? Inspire children to recall their usual life experiences and talk about the basic properties of magnets.
2. Encourage children to explore independently.
Teacher: Today, the teacher brought a lot of things that are not iron. Can you try to attract them with magnets? Please try to see who smokes a lot and record it on the record card in your own way.
(2) Let children operate independently, and teachers patrol to inspire children to suck up things with different textures, thicknesses and shapes, such as paper, cardboard, wooden boards and plastic foam, and guide them to record.
3.* * * Communicate with others and explore the results.
(1) Let the children stick the record card on the blackboard.
Ask the children to introduce their recorded content separately and tell how to use it, and see if any children use the same method to make everyone feel the happiness of success.
4, mutual cooperation, game competition
Teacher: The children all succeeded. They use magnets to suck up many things that are not iron. Now let's compete to see which group of children smoke more.
(1) The teacher explained the rules of the game, inspired children to cooperate and explore with each other, and tried to attract more things that are not iron with magnets.
(2) The teacher takes the children to count the number of things sucked up in each group and evaluate the children's operation.
5. Summarize the topic of discussion.
Teacher: Just now, children tried to attract many things that are not iron with magnets, so can magnets really attract paper, plastic and glass? Inspire children to discuss and let them discover for themselves that when a magnet absorbs iron, the force will pass through something that is not iron, such as paper and plastic, that is, the magnet is penetrating.
Teaching Plan 4 of "Interesting Magnets" in Science: Activity Objectives:
1, let children know the characteristics of magnets that can attract iron through operating activities.
2. Stimulate children's interest in exploring the phenomenon of magnet attracting iron, and develop children's observation ability and language expression ability.
Activity preparation:
1, each with a small basket and a magnet; Building blocks, plastic products, screw caps, keys, paper clips, coins, paper, cloth strips, teacups and other items.
2. There are magnets, schoolbags and other objects and some pictures in the pencil case.
Activity flow:
First, the game "treasure hunt" import activities.
1, children, today the teacher takes you to treasure hunt, but when we go treasure hunt, we all have to take one thing to look for. Let's see what we should bring in. (The teacher shows the magnet). What is the use of magnets? People and children can talk freely.
2. Now children can go in and play with magnets? Did you see what happened? Teachers' itinerant guidance. Teacher: Let's see why the magnet can't attract this thing. Yang: Because it is made of wood. Teacher: My friend is very clever, so why can't the magnet absorb this thing? Yang: Because it's a plastic teacher: Did the children have a good time? Now it's time for you to find a seat. The teacher asked the children to tell us what the magnet had just sucked. Yang: There are nails, clips, bottle caps and pins.
Teacher: Wow! What a powerful magnet! Magnets absorb so many things? Then see what the magnet attracts. What are the same characteristics? Yang: They are all made of iron. The teacher concluded that magnets can attract iron.
Teacher: Now the teacher invites you to play a game. Now each child takes a cardboard and puts the things on the magnet in the cardboard. You can play it again and see what happens. Teacher: Tell me, children, why do these things move on the cardboard? Yang: Because there are magnets under the cardboard. The teacher summed up: the child is really smart! Another secret of the magnet is that it can also absorb iron through objects, but these objects should not be too thick.
Third, create a situation to let children know the use of magnets in life.
1. Just now, the teacher accidentally dropped many pins into the sand. Can you help the teacher find a way to pick them up? But it is too much trouble to pick it up by hand. Do you have a better idea? Teacher: We have just learned the characteristics of magnets. Can you pick up the teacher's pin with a magnet? Who will try? Ah! Facts have proved that it is really possible!
It turns out that magnets have given us so much convenience in life! Then let's see what magnets do. The teacher shows pencil boxes, backpacks, magnetic toys and pictures to guide children to watch and understand.
Fourth, just after the activity, we learned that magnets have so many skills. After returning home, what skills can mom and dad have to find a magnet again?
Activity reflection:
This activity is carried out around the environment created by teachers from beginning to end. At the beginning, the teacher let the children know the word "discovery" step by step, and let the children have a transitional process. This activity is based on children's experience in finding magnets in previous activities, inspiring them to recall what they found. After the children finished the operation, they drew something attracted by the magnet on the recording paper. There was a column of "name" under the recording paper, but none of the children filled in their names, which had no effect.
When children talk about what they suck up with magnets, teachers should instruct children how to suck up things that are not magnets. Before the game, the teacher didn't tell the children that they must suck something other than iron.
In group activities, teachers should guide children to explore in cooperation. When counting, let the children count the number of people in their own group and then report it. Or in order to better cultivate children's sense of cooperation, we can guide children to work together during the competition. Several people take things to suck, and one person records the number.
This activity is static and dynamic, operable from the west, and the whole activity is easy to arrange.
In this activity, every child regards himself as a subject, and other children can't participate, and children can't communicate and interact with each other. This link is worthy of teachers' thinking.
"Let children talk to the environment" expresses the new orientation of environmental creation and realizes the qualitative change of environmental creation: changing static environment into mobile environment, changing single environment into comprehensive environment, changing local environment into macro environment, and changing physical environment into psychological environment. At the same time, it will promote the growth of children, teachers and parents, give full play to the maximum utilization value of the environment as an educational resource, and truly realize the "dialogue" between the environment and children.
The fifth activity goal of "interesting magnet" teaching plan for science big class;
1. On the basis of understanding magnets, actively explore the penetrating power of magnets through operating activities to help children form the consciousness of active exploration.
2. Let children feel the joy of inquiry in actual active operation, and reflect the happiness of success in evaluation.
3. Be able to express your views boldly and clearly and experience the happiness of success.
4. Cultivate children's spirit of trying.
Activity preparation:
Children have magnets, various objects (small magnets, nails, buttons, plastic bags, pieces of paper, cloth, paper cups, foam, etc. ), and an operation paper (recording paper).
Activity flow:
First, children understand "discovery"
1, Question: What's the difference in children's class environment?
Keep saying the word "discovery" so that children can have a preliminary understanding of "discovery"; And by discovering different environments, carefully observing the surrounding environment to ease the children's nervous emotions, thus introducing topics.
2. Ask the discovery of children playing with magnets some time ago? Let the children speak in turn, and the teacher will summarize:
Magnets can absorb iron.
② Magnets can attract each other.
3. Teacher: The teacher brought something that is not iron and asked the children if they could suck it up (please answer the children in turn).
Teacher: Let's see if we can find a way to suck them up.
Uncover the cloth used to cover each group of tables, and the children in each group take out various objects from the basket to test whether they can be attracted by magnets.
5. Draw on the recording paper, draw the magnet first, and then draw what you absorb on the magnet.
6. Put away the children's recording paper and stick it on the blackboard. The class teacher will pour the contents of each small basin into the big basin.
Please lead the children to the blackboard and tell them what they have smoked. After the child said what he smoked, the teacher asked the other children if they had the same thing.
8. Teacher: Let's compare which group of children smoke more, and the children start playing games.
9. The teacher said the results of the competition in front of each group, counted the number of groups and recorded the number of people in each group on the blackboard.
Teacher: Shall we have another round of competition?
1 1, the teacher informs the results of the competition in groups, counts the number of groups, removes duplicates and records the results.
12, children help the teacher clean up the homework materials.
13, Teacher: Do magnets really attract things that are not iron? The children answered separately and did the experiment according to their instructions. After the experiment was successful, the teacher asked: What does the magnet attract?
Summary: Magnets are still absorbing iron, only through paper and cloth.
Teacher: What else can a magnet absorb iron through? Let's go find it!
Activity reflection:
This activity is carried out around the environment created by teachers from beginning to end. At the beginning, the teacher let the children know the word "discovery" step by step, and let the children have a transitional process. This activity is based on children's experience in finding magnets in previous activities, inspiring them to recall what they found. After the children finished the operation, they drew something attracted by the magnet on the recording paper. There was a column of "name" under the recording paper, but none of the children filled in their names, which had no effect.
When children talk about what they suck up with magnets, teachers should instruct children how to suck up things that are not magnets. Before the game, the teacher didn't tell the children that they must suck something other than iron.
In group activities, teachers should guide children to explore in cooperation. When counting, let the children count the number of people in their own group and then report it. Or in order to better cultivate children's sense of cooperation, we can guide children to work together during the competition. Several people take things to suck, and one person records the number.
This activity is static and dynamic, operable from the west, and the whole activity is easy to arrange.
In this activity, every child regards himself as a subject, and other children can't participate, and children can't communicate and interact with each other. This link is worthy of teachers' thinking.
"Let children talk to the environment" expresses the new orientation of environmental creation and realizes the qualitative change of environmental creation: changing static environment into mobile environment, changing single environment into comprehensive environment, changing local environment into macro environment, and changing physical environment into psychological environment. At the same time, it will promote the growth of children, teachers and parents, give full play to the maximum utilization value of the environment as an educational resource, and truly realize the "dialogue" between the environment and children.