Kindergarten Science Activity Teaching Plan 1 Activity Goal
1, can actively participate in exploration activities and care about small scientific and technological products in the surrounding life, and cultivate children's spirit of being brave in invention and creation.
2. Understand the characteristics that paper is easy to deform after absorbing water, find out the principle that specially processed paper cups can hold water, and make cups with wax and paper.
3, in business activities, can be good at finding problems, have a preliminary comparison and analysis ability.
Activities to be prepared
Paper cups (drawing paper and white cardboard), disposable paper cups, water, pots and scooping utensils, brushes and candles, white paper strips (with apple patterns on them), square white paper, cup lids, music tapes and arranged venues.
Activity process
(a) the beginning part
Children, today the teacher will take you to the "paper cup kingdom", ok?
(2) Basic part
1, look! The kingdom of paper cups has arrived. Look! There are disposable paper cups that we usually use to hold water, and there are also cups that teachers fold with various papers. They are all made of paper.
2. After a while, let the children pour water into disposable paper cups and folding paper cups respectively. Be careful not to spill it on the outside of the cup, and then observe what happens to these two cups.
3. Fill children's origami cups and disposable paper cups with water respectively and observe their changes.
Question: (1) What problem did you find?
(2) We found that the paper cups were wet, soft and leaking. Who knows why?
(3) Teacher's summary: Thick paper and thin paper will absorb water when encountering water, which will make the paper soft and slowly seep out and deform, and the cup folded with paper will leak.
(4) Disposable paper cups are also made of paper, but we found that there is no water leakage. Why? What's the secret in it? Please take a disposable paper cup and study it carefully.
Children's exploration and teachers' tour guidance can inspire children to adopt various methods, such as scraping, tearing and tearing.
Question: (1) What did you find?
(2) What do you think this white sticky thing is?
(3) Teacher's summary: There is a kind of paraffin wax in it, which is colorless, odorless and pollution-free, and has no harm to our health.
(4) Why should paper cups be coated with this layer of wax?
Small experiment: Each child has a blank sheet of paper (with the outline of an apple on it). Let the children color the apples with candles or crayons, then dip the brush in water and drop it on the apples and the outside of the apples respectively. Please observe the children separately. Where are the water drops?
Question: (1) Why are there small drops of water on the apple and the paper outside the apple is wet?
(2) What does this say about wax?
(3) Teacher's summary: wax does not absorb water. Wax on paper is like putting a raincoat on paper. Under the protection of wax, the paper won't touch water, so it won't deform and leak.
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Now, who can tell me what's the secret of paper cups being watertight?
5. Stimulate children's interest in making paper cups.
Now that we know the secret that paper cups are watertight, shall we make a paper cup that can hold water with wax and paper?
6. Children make paper cups, and teachers tour to guide and inspire children to make paper cups with various shapes and patterns.
7. Ask children to try to use it as a good paper cup for holding water, encourage successful children and inspire other children to participate in creation. If it fails, encourage children to find reasons and do it again.
8. Let the children put the finished paper cups in the "paper cup kingdom" and organize children to visit each other. Praise their spirit of exploration and experience the happiness of success.
End of activity
Let the children give their own paper cups that can hold water to the visiting teachers and share the happiness of success with them!
Kindergarten Science Activity Teaching Plan 2 Purpose:
1. Observing the burning of candles, we found many interesting phenomena.
2. Be interested in observation and get a preliminary understanding of the relationship between combustion and air.
Prepare:
1. A "main candle".
2. Every two children share a console, and prepare a tray, two candles with the same size, two glass bottles with different sizes, two bowls, foam blocks, colored water, rags, etc.
Process:
Activity 1 Watch the candles burn.
1. Lead out the activities and organize children to discuss: How to fix candles? (eg in a foam block or a small bottle. )
2. Inspire children to think: How to light candles?
3. Guide children to observe lit candles and talk about interesting phenomena they see, such as: dripping candle oil is like tears, which is a bit hot; The flame will "dance" with the wind; Candles produce a special smell when they burn, and so on.
Activity 2 homemade candle flowers
1. The children took a small burning candle and put it in a bowl filled with clear water.
2. Observe "Candleleaf in Water", tell what it looks like and find any strange phenomena. It will float on the water like a lotus leaf and will not sink. )
Try to drop candles on black paper and blue cloth to see the difference.
Three candles went out.
1. Please fix two identical candles on foam blocks of the same size.
2. Let the children light candles and cover glass bottles respectively, observe and introduce interesting phenomena they see, such as the bottle will be hot, there will be water vapor on the bottle wall, the flame will slowly go out, and encourage the children to discuss the reasons.
3. Let the children light two candles again in pairs, then cover two glass bottles, one large and one small, observe the phenomenon of candles going out, and discuss the experimental results with each other.
Candles in Activity Four Water
1. Pour a shallow layer of colored water into the tray, then light the candle in the water, and then cover the glass bottle to guide children to observe the phenomenon that the colored water outside the bottle enters the inner wall of the bottle after the candle is extinguished.
2. Guide children to discuss: Where does the water on the bottle wall come from? Why?
Suggestion:
1. The' main candle' provided in the materials is lit by the teacher, and children can light small candles on the' main candle', avoiding using lighters or matches and other kindling tools to ensure safe operation.
When children explain mistakes, teachers should not correct them on the spot. They can guide children to discuss and encourage them to discuss after doing experiments or looking for relevant information.
3. This activity is suitable for regional corners or group activities. Because air is invisible, intangible and abstract, activities should focus on guiding children to observe various phenomena and try to create opportunities for children to communicate.
The third part of the kindergarten science activity teaching plan activity objectives:
1. Guide children to pay attention to the root of sound and the diversity of sound in life.
2. Guide children to actively explore, let different objects make sounds in different ways, and be willing to communicate with their peers.
3. Give full play to children's imagination and cultivate innovative consciousness and imagination.
4. Cultivate the ability of cooperative inquiry and recording experimental results with symbols.
5. Willing to play games with peers and experience the fun of the game.
Activity preparation:
A class of materials: bells, bells, whistles, small speakers, etc.
The second kind of materials: bamboo chopsticks, wooden combs, brushes, bottle caps, etc.
Activity flow:
First, the beginning part
Guess who he is: ask four children to hide behind the bomb shelter in advance and say a word to everyone. Guess who is talking according to the sound.
Second, the basic part
1, play to make the object make a sound.
Teacher: People have different voices. Children can guess who is talking according to different voices. Let's try to play with these things and listen to their sounds.
(1) Teachers talk with children about how to make various musical instruments make sounds.
(2) Stop the action to stop the sound of the object.
Teachers; Tell me, why are these objects silent?
(3) Summary: When an object moves, it will make a sound; If you don't move, there will be no sound.
2. Feel the difference in sound
Teacher: It was too noisy for everyone to play together just now. I can't hear anything clearly. Now let's listen to the sound of bamboo chopsticks separately. What sound does the glass make? ...
(1) When driving a train, the children use their own appliances, and everyone knocks and beats according to the rhythm of "one, two, one".
(2) Feel the different properties of sound, such as human voice, unvoiced voice, treble, fast-paced and slow-paced bass.
3. Listen and imagine the diversity of sounds.
Teacher: There will be different voices in life. Let's listen to what sound is played on the tape recorder. What do you think of when you hear these sounds?
(1) Birds chirp
(2) The running water is tinkling and a group of ducks are playing.
(3) The episode of the animated film The Lion King
(4) Summary: Different voices can tell us different things. We can think about what happened according to the sound we heard.
(5) Let children talk about what different voices they have heard in their lives.
4. Explore and imitate sounds
Teacher: Just now we heard horses running fast, birds chirping happily ... all kinds of voices in life. Can you learn? Try to imitate these sounds.
(1) Learn to imitate the sound of hooves.
(2) Children communicate and imitate sounds.
(3) Teacher-student cooperation dubbing
Displays the forest background map. The teacher operates pictures of birds, elephants, kittens and ducks, and the children dub them:
Birds wake up in the morning (rubbing plastic paper or playing with paper to simulate birds flying up and down). )
Here comes the elephant (tapping the table slowly with his fist)
Here comes the kitten (meow! )
Third, the conclusion part.
1, to sum up this lesson: There are all kinds of voices in life. I hope that children will listen carefully and imitate hard in the future, and will find a lot of fun.
2. The child is resting.
Activity reflection:
Through this scientific activity, the whole activity level is clear, and the children are very interested. They try, observe, compare and find problems in operation activities, and their compositions embody the concept of "entertaining through education". But now, if I take this course again, I would suggest providing two sets of barrels for children to prepare for teaching, so that children can perceive different sounds at the same time. At the same time, it is best to choose items with large differences in sound and put them in a set of barrels.
Kindergarten Science Activity Teaching Plan 4 Activity Objectives
Feel the interdependence between trees and soil, understand some ecological relationships between trees and other animals and plants, and sprout love for trees and nature.
Important and difficult
Key point: preliminarily experience the interdependence between tree and soil.
Difficulties: understanding the relationship between animals and plants, activity preparation.
Empirical basis:
Know the general structure of the tree
Material preparation:
Contact the staff of the Botanical Garden to make preparations before the visit.
First, take the children to the botanical garden, look at all kinds of trees and find their uniqueness, such as leaves, branches, roots, roots are stationed in the soil and so on. And feel their living environment initially.
Second, observe the different planting positions and planting methods of trees, understand that different trees have different living habits, and initially feel the relationship between trees and soil.
Third, observe the roots and imagine what the roots look like underground. What is it doing in the soil? Explore the relationship between trees and soil.
4. Children can play freely in the shade and discover the connection between the tree and other animals and plants, such as fallen fruit, rattan wrapped around the trunk, bird's nest in the tree, tree hole bitten by ants, etc. Let children get in touch with trees, experience the ecological significance of trees and feel the intricate connection of nature. Expand activities to generate activities: explore how small animals build nests under trees.
(ii) Activity objectives
Feel the looseness of soil initially, further feel the relationship between soil and animals and plants, experience the fun of planting, and sprout the emotion of loving soil.
Important and difficult
Key points: understand the characteristics of soil, experience the fun of planting, and sprout the emotion of loving soil.
Difficulties: further understanding of the relationship between soil and animals and plants.
Activities to be prepared
Experience: Children play with mud.
Material preparation: all kinds of digging tools, pots, seedlings, seedlings, etc.
Activity process
First, on the outdoor mud floor, give children all kinds of dredging tools, so that children can play with mud freely and experience the fun of playing with mud.
Second, look at what is in the soil. Guide children to discover that there are many small insects living in the soil, such as earthworms, ants, reptiles and so on. The soil is their home, which stimulates children's desire to protect the soil.
Third, talk about living: what is the use of soil?
Experiment: Give the child a basin of water, put the soil in the water, and experience the characteristics that the soil is easy to loosen in the water.
5. Small saplings and small seedlings that are convenient for children to plant. Teachers and students are pregnant with life in the soil. Observe and record the growth of seedlings and seedlings through expansion activities.
(III) Activity process
First, the story of "Little Sparrows Traveling Far"
Ask questions:
1. Where did the sparrow first live?
2. Where did the sparrow go? Is there any trouble? Why is this happening?
3. Where did the sparrow finally return? Objective: To further understand the relationship between trees and soil, and to sprout the desire of caring for nature and protecting soil.
Important and difficult
Focus: Understand the harm of soil destruction to human beings.
Difficulties: Know how to care for and use nature.
Activities to be prepared
Empirical basis: a preliminary understanding of the relationship between trees and soil.
Material preparation: courseware that soil erosion and sandstorm bring harm to human life and reflect the growth state of root system in soil and how to absorb water and nutrients from soil.
Second, demonstrate courseware to understand soil erosion. Q: 1. What is soil erosion? 2. What harm will soil erosion bring to human life?
3. Talk about how to prevent soil erosion. Question: 1. Why will it cause soil erosion? What can we do to prevent this terrible thing from happening?
Fourth, demonstrate courseware to understand the growth state of root system in soil and how to absorb water and nutrients from soil. Question: 1. What are the roots like? 2. What does the root do in the soil? What is good for the soil?
. Expansion activities * * * Teachers and students make large posters together: Take care of trees, take care of the land.
Activity evaluation
1. Design intention According to the characteristics of children's psychological development, it is my goal to stimulate their desire to explore and understand the world around them, so that they can really like and appreciate the world from an early age and care about it with the actions they can. This series of activities are all around the "tree" and "soil" that children are familiar with.
Activity 1: Make use of the favorable geographical environment of kindergarten to organize children to visit the botanical garden, so that children can get in close contact with trees and soil and experience the ecological significance of trees.
Activity 2 focuses on letting children feel the relationship between soil and animals and plants while using tools to play with mud.
Activity 3, use visual courseware to introduce the relationship between trees and soil in depth, so that children can learn something that they rarely touch in their daily lives. The three series of activities have their own emphases, and gradually improve the depth. This series of activities let children explore in play, stimulate children's curiosity and thirst for knowledge about nature, and then raise their understanding to the height of using and attaching importance to nature.
Second, the activity evaluation found through several activities that children's ability to pay attention to things, especially natural things, has increased their desire to explore things, and they like to investigate the ins and outs of things. He showed great interest in plants and animals, and often found homes for small animals spontaneously, watered plants and protested loudly against adults' random sabotage activities.
The design intention of scientific activities in kindergartens Lesson 5 Mung bean sprouts are no strangers in our home dishes. Almost all children have eaten it, but little is known about the growth process of mung beans into bean sprouts. I decided to let the children in the big class do a small experiment of mung bean germination and give them another novel life experience.
Activity goal 1, simply understand the growth process of mung bean germination.
2. Cultivate children's strong interest in exploring scientific natural phenomena.
3. Experience the fun and hardship of labor initially, and educate children to learn to cherish our food.
Prepare mung bean seeds, mung bean sprouts, empty bottles of Coca-Cola or Sprite, paper cups, clean absorbent towels, warm water, scissors, double-sided tape and gel pens.
Soak mung beans during the activity-observe the growth process-experimental summary
First, soak mung beans.
Activity process
1, know mung bean seeds and mung bean sprouts.
(1) The teacher shows mung bean seeds and mung bean sprouts, so that children can identify and say their names, shapes and colors.
(2) Teachers guide children to talk about how mung bean sprouts grow. The teacher asked: Have you ever eaten mung bean sprouts? Does it taste good? Do you know how a small mung bean becomes a mung bean sprout? The teacher asked: Do you want to cook a lot of crispy mung bean sprouts for your mother and fry them for the whole family? (Arouse the child's desire for expression)
2. Let children put mung bean seeds into paper cups (mung beans account for about two-thirds) and pour warm water to drown mung beans.
3. Under the guidance of the teacher, drill four holes smaller than mung beans under the beverage bottle with small scissors (to ensure that the water poured every day will not accumulate water in the bottle, which will rot the mung beans), and cut off the conical part of the bottle mouth (for ventilation and growth).
Write your name on the double-sided tape and stick it on the bottle.
5. Put the mung bean soaked in the paper cup into the beverage bottle, cover the mung bean with a clean absorbent towel (mainly moisturizing) and start pouring water for the first time. Excess water will be discharged through the small eyes at the bottom of the bottle.
Second, observe the growth process.
Activity process
1, the children observe the germination of mung beans every day, and the teacher leads them to water them twice (every morning and afternoon, mung bean sprouts can grow into food in a week).
2. Guide children to observe their own growth. The teacher gave an example: What did you see today? What's changed compared with yesterday? Answer: the mung bean skin cracked and a small white bud appeared! ...... white body has two small leaves. ...
Third, the experimental summary
Activity process
1, guide children to know that mung bean seeds need to breathe and drink water just like children.
2. Experimental summary: Air and water are indispensable conditions for mung bean seed germination.
3, let children experience the harvest is waiting, but also pay labor.
4. Experimental summary: The food we eat is hard-won, so we should learn to cherish it.
Activity expansion
1, let the children take the mung bean sprouts home and let the mother fry a plate of delicious mung bean sprouts for the whole family.
2. Be a primary school teacher and teach my parents the whole process of sending mung bean sprouts, so that they can learn to send different kinds of bean sprouts at home.
3. Ask the parents of young children to write a short message to the teacher to introduce the taste of mung bean sprouts and the whole process of children's "teaching" and express their feelings, and then the teacher will read them out one by one in class.
Kindergarten Science Activity Teaching Plan 6 Objectives:
1, simply understand the ecological relationship between people and animals, stimulate children's feelings of caring for animals, and form a preliminary awareness of environmental protection.
2. Understand the causes of injuries of some animals and explore ways to protect animals and the natural environment.
Prepare:
1, photos of various animals injured.
2. Courseware to introduce the causes of animal injuries.
3. Environmental layout: forest, grassland and ocean.
4, small animal headdress, saplings, grass, signs, transparent glue, etc.
Key point: Understand the causes of animal injuries. Explore ways to protect animals.
Difficulty: By looking at the photos, I can sum up the reasons why animals ask for help.
I. Import part:
1, the teacher led the children to travel by "small train" and introduced the activities.
Teacher: Children, we are going to travel by train today. Are you ready? The train is about to leave. Woo-hoo-hoo-hoo-hoo-hoo-hoo-hoo-hoo-hoo-hoo. The teacher led the children across the grassland by train.
Teacher: Where are we, little friend? Teenager: grassland. Teacher: Huh? Who are you?
The child who plays the role of "sika deer" introduces himself: "I am sika deer, my home is on the prairie, and there are many animal friends here!"
Teacher: Really? Besides sika deer, what other animal friends are there on the grassland?
Young: antelope, ox, horse, rabbit ... Teacher: There are so many animal friends! They sing, dance and play games together. How happy they are! Shall we invite sika deer to take a tour bus? The train keeps going, blare-
The teacher led the children to the forest by train.
Teacher: Now, where are we?
Teenager: big forest. The child who plays the role of "tiger" introduces himself: "How are the children? I am a big tiger, I live in a big forest, and there are many animal friends here! "
Teacher: Besides tigers, are there any animal friends in the forest?
Young: lions, leopards, brown bears, wild boars ... Teacher: Shall we invite tigers on the tour bus?
The teacher took the children to the seaside by train.
Teacher: Now, where are we?
Young man: The sea. The child who plays the role of "dolphin" introduces himself: "How are the children? I am a dolphin, I live in the sea, and there are many animal friends here! "
Teacher: Really? What other animals are there in the sea?
Young people: sharks, whales, starfish, turtles, seahorses, seals. ...
Teacher: There are so many animals in the sea that we can't finish talking for a while. Time is running out. We should go home. Please invite the little dolphin to our home!
The teacher led the children back to their seats on a small train.
Teacher: Just now, we went to so many places and met lovely animal friends. Are you happy? Do you like animal friends? What kind of animals do you like?
Second, the basic part
Guide the children to discuss: What are the benefits of animals to us? Teacher: But what good are animals to us?
Conclusion: Animals bring us happiness. Some animals can help human labor, such as cows and horses. Some animals are beneficial animals, which can protect crops and eliminate pests. Like woodpeckers, owls, geckos, etc. Some animals raised by human beings can provide us with meat, eggs and milk for human consumption.
In a word, animals are our friends, and we are interdependent with them. * * * Living in this world, no one can live without anyone.
Now let me report the self-evaluation of this class: interest is the motivation and source of learning. As a child, all educational activities that can produce results come from interest, and animals are children's most interested and favorite. Therefore, I chose an educational activity with animals as the theme. Starting from cultivating children's love and compassion, children can be inspired to care for animals and form a preliminary awareness of environmental protection. Judging from this activity, the children can't help but sigh: "What a pity!" Is to achieve this goal.
At the beginning of the activity, I led the children to take a train tour in three scenes to help them remember and know all kinds of animals with this kind of children's favorite game. Children have a high complex, enthusiastic response, and happily experience the ecological relationship that animals are human friends. How to let children explore for themselves and find out the cause of animal injury? How to make abstruse truth intuitive and easy to understand at a glance? To this end, I have collected a large number of representative pictures of animal injuries, and all children have one. Through observation, communication, narration and teachers' targeted questions, children can discover, understand and experience themselves, which truly embodies the concept of giving full play to teachers' leading role and highlighting children's dominant position.
How to protect animals is a problem that must be put into action. Only when children have done it can they remember it deeply. Only when children are willing to do it, consciously do it and persist in doing it can they achieve the goal of education. So I designed to explore ways to protect animals with my children, starting with activities that children can do, such as planting trees and grass, donating pocket money and making signs. Because the forms are diverse and easy for children to practice, children are particularly interested, free to choose groups, and busy in an orderly way.
Of course, this educational activity also has some shortcomings, such as some languages are not concise enough and some links are not carried out in depth enough. This reminds me that in my future work, I should constantly learn and enrich my knowledge, seriously understand the spirit of the new syllabus, study more and practice more, and be an excellent preschool teacher that children like and parents are satisfied with.