1, experience the length of one minute.

2, know how to participate in various activities should seize the time, cherish the time, to prepare for entering primary school.

Activity preparation:

1. Multimedia courseware What Can I Do in One Minute.

Children operate many materials, such as beads and ropes, collars, marbles and chopsticks.

Activity flow:

(1) Communication: How long is a minute? Teacher: Soon we will graduate from kindergarten and become a primary school student. Everyone thinks that we should seize every minute in kindergarten. How long do you think a minute is? (Young children may answer "60 seconds". ) Teacher: How long is 60 seconds?

Teacher: Let's let the clock go for a minute.

(2) Experience: What can you do in one minute? 1, how long is a minute?

(Play multimedia courseware) Children observe the clock picture and experience the length of one minute.

(1) (The teacher shows the clock face) We all know the clock. Can you tell us when the pointer turns once? (second hand. If some clocks have only two hands and no second hand, how do we know that a minute is up?

(3) Teacher's summary: It has been one minute since the second hand made a circle or the minute hand made a square.

(4) Now, let the second hand go once, please experience how long the next minute is.

The teacher summed up: the second hand walked for 60 seconds, which was one minute.

2. What can I do in one minute?

Teacher: What can people do in a minute? The teacher looks for information on the Internet. Let's have a look.

(The teacher explained while playing the multimedia courseware:) ● People can run 200 meters in one minute.

Teacher: Do you know how far it is 200 meters?

People can play 48 badminton in one minute.

● One person can pack 30 large wonton in one minute.

3. What can we do in one minute?

(1) What can we do in one minute? Would you like to have a try?

(2) The teacher introduces the operation content to let the children know that the materials in each group are different.

(3) At the beginning of the second hand, everyone should start work together and stop immediately after one minute to see what everyone can do in one minute.

(4) children's operation.

(5) communicate and summarize, and the teacher records the results.

A: Please count how many marbles you put in one minute (how many beads and collars you wear).

Introduce the results in groups for one minute. The method is: one group of children counts in turn, the other group listens carefully and tells who does the most in one minute. The teacher recorded the number of children. (C. It took a minute, too. Why are the results of each group different?

Conclusion: Although the time is the same, each group does different things, some are more difficult and some are easier, so the results are different.

D. I just found out that although the children in the Dai Zhu group did the same thing, the results were different. Why? (Let this group of children report again for verification on the spot. Conclusion: Doing the same thing at the same time, because everyone moves fast and slow, the result will be different.

(3) Discussion: How to cherish time 1. A few days ago, each of us got up, brushed our teeth, washed our faces and had breakfast. Forget the time spent. What's the result?

Children talk about the time they spent.

3. Who took the longest time? Who spent the shortest time?

4. Why did everyone do four things, but the time spent was so different?

What would happen if you spent more time doing the same thing? What if you spend less time?

6. Primary school students should arrange their own time every day, such as arranging ten minutes between classes. Who knows what can be accomplished in ten minutes between classes? What will happen if you delay? What happens if you are in a hurry?