Rule number one: delicious oranges
Activity goal: 1. Through activities such as guessing and observing, we can understand the relationship between the size of oranges and the number of petals of oranges.
2. Actively participate in activities such as peeling oranges and counting orange petals, and be able to guess and distinguish boldly.
3. Stimulate interest in all kinds of things in life.
Activity preparation:
1, two oranges of different sizes.
2. Children's Record Form has a pencil for each person.
3. towels and plates.
Activity flow:
1. Create problem situations to arouse children's thinking.
2. Observe all kinds of oranges and guess the number of petals of oranges.
What are oranges like?
(2) Are these oranges the same? What is the difference?
(3) freely guess the number of petals of oranges.
Guess how many petals a big orange has? Where is the little orange?
(4) In the observation record, children record their own guesses.
(5) Exchange your own guesses and discuss further.
How did you guess? Do you think there are as many petals in a big orange as in a small orange? Why?
4, peeling oranges, the number of petals of orange meat in large and small oranges.
(1) Peel the oranges and count them.
(2) The results and counting methods of children's communication. .
How do you calculate it? What was the result?
(3) Compare the number of orange slices of big and small oranges.
(4) Teacher's summary.
Chapter 2: Oranges of various sizes.
moving target
1. Observe oranges of different sizes and colors to understand their appearance characteristics.
2. Migrate the existing painting experience and explore different painting methods of Little Orange.
3. Try it boldly and feel the fun of rotary daubing.
Activities to be prepared
1, children can use cotton swabs.
2. All kinds of oranges.
3. Red, orange and yellow gouache pigments, pigment trays and cotton swabs.
There is a black homework paper with a white fruit basket on it.
Activity process
First of all, the teacher showed the little oranges in a magical situation and guided the children to observe.
Teacher: Look, what's hidden in the teacher's pocket? What does a small orange look like?
2. Teacher: Huh? Here's another one. What is this? Is it the same as that little orange just now? What is the difference?
(1) Teachers show different oranges many times through magic scenes to guide children to observe and discover the differences in size, shape and color of oranges.
Second, show homework paper and painting materials, and children explore different ways to draw small oranges.
1, the teacher shows the homework paper with a fruit basket.
Teacher: There is a fruit basket here, but it is empty. Who can make a small orange in the basket with a cotton swab?
Who wants to be a magician? Give it a try.
2. The teacher gave feedback and showed the children different ways to draw small oranges.
Teacher: The first magician drew an oval first, and then dressed it up as a small orange.
The second magician created a small orange by turning bigger and bigger.
The third magician created a small orange by turning smaller and smaller. These methods are great!
3. Key points and tips
(1) The first method: first draw an oval outline, and then paint the outline.
(2) The second method: spread it from the inside out and smear it into the shape of a small orange.
(3) The third method: shrink and rotate from outside to inside, and smear it into the shape of a small orange.
Third, children draw and teachers guide them.
1, the teacher continued to draw oranges and guided the children to put oranges in the basket.
Teacher: A big orange, so sweet! Better ... here comes another orange.
Teacher: A basket full of oranges, big and small. Look! I squeezed out an orange and jumped next to the basket!
(The teacher demonstrates drawing small oranges while creating scenes. )
2, children's painting, individual guidance from teachers.
Fourth, show children's works and appreciate and communicate with each other.
Teacher: Which basket of oranges do you like? Why?
Chapter 3: How many petals does an orange have?
Activity hypothesis
This activity is based on life and focuses on exploring the number of petals of oranges. There are two links in the activity. The first link is that children explore various ways to count the petals of oranges, and then record the results in the statistics table. Children know that the number of petals of oranges is different by observing statistics. The second link is to use statistical data to let children guess whether there are more big orange petals or small orange petals, and then provide large and small oranges for children to verify.
moving target
1. Explore whether the size of oranges is necessarily related to the number of petals;
2, can clearly express the process and results of exploration;
3. Learn to count without being influenced by the arrangement of objects, and explore various counting methods;
4. Try to solve the problem by mathematical methods.
Activities to be prepared
1, one peels an orange and two peels an orange;
2, pens, recording paper, cards, etc.
Activity process
1. Create problem situations to arouse children's thinking and operation.
(1), the children try to count the petals of oranges and record them.
Teacher: All the children in our class like to share things with you. Today, we will share oranges. Before sharing, the teacher should test the children. If the challenge is successful, you can share oranges. The challenge is: if you share an orange with everyone and everyone eats a petal, how many people can eat your orange? Think about how to know.
Yang: Count it.
Teacher: Oranges are round and can be broken. How can you count it? Think about it, children. You can discuss it with the children next to you. Think about it and try an orange in your way. After counting, you should not only keep the numbers in mind, but also write them on the record table.
Teacher: There are several columns in this record. What does each column mean? There are numbers in the left column. What about the right column? The number here represents the number of petals of an orange. If your orange has 9 cents, you can take an orange card and stick it in the column "How many petals does my orange have" on the right of 9. In order to let yourself know which orange card is yours, you can put your favorite mark on the small card.
Self-examination/introspection
Table 1 is used to record the results of counting children in the class. The use of statistical tables is not only conducive to guiding children to sum up laws, systematize knowledge, improve their methods and skills in processing information, but also conducive to mutual communication among children, and at the same time, it can effectively control the direction of inquiry and help achieve the goal of inquiry.
The first question put forward by the teacher is to inspire children to solve problems by mathematical methods. The second problem is to remind children to fully consider the characteristics of oranges when counting. Let the children discuss with the children next to them, mainly to let the children think rationally before operation and avoid blindness in activities? The children had a heated discussion and told each other what they thought.
(2) The results and counting methods of children's communication.
Teacher: Just now, all the children were counting oranges. Who wants to tell you how many petals there are in the orange you counted? How many people can I share with? How do you calculate it?
Young 1: I counted nine oranges and could give them to nine people. I broke the orange into pieces and counted it.
Teenager 2: I counted 10 oranges, which can be distributed to 10 people. I hold a petal in my finger, count from this petal, and then stop next to it.
Teenager 3: I counted 12 oranges, which can be distributed to 12 people. My orange has a small petal. I remember what this petal looks like, and then count from this petal to the next, and I will know how many petals there are.