Kindergarten science activity teaching plan 1 activity goal:
Learn to perceive the shape and taste of oranges with various senses.
Willing to take part in activities and learn to peel oranges with the encouragement of teachers.
Understand the function of orange peel and orange meat.
Activity preparation:
Oranges (the total number is the same as the number of children).
Clean dishes, rags and baskets.
Children's books, teaching wall charts.
Activity flow:
Use music to guide children to pick oranges and stimulate their interest in activities.
Show the teaching wall chart to stimulate children's interest in activities.
Teacher: What's this? What's in the tree?
(2) Children pick oranges with music under the guidance of teachers.
Teacher: Let's pick the fruit from the tree and see what it is.
Guide children to observe the appearance and shape characteristics of oranges through smell and touch.
Each child takes out an orange from the basket and observes it.
Guide children to observe the appearance of oranges.
Teacher: What kind of fruit are we picking? What shape is it? Like what? What color is that? What's on it? How do you feel? Smell it. What is that smell?
Guide children to learn to peel oranges, observe and taste orange meat.
Guide children to peel oranges by themselves.
Teacher: What should I do if I want to eat oranges? How to peel it?
The teacher demonstrated peeling oranges from top to bottom, encouraging children to try boldly.
Guide children to observe and taste orange meat.
Teacher: Wow! The orange meat is exposed. What is it like? What's on it? Is the white beard edible?
The teacher encouraged the children to peel a piece of orange on the plate.
Let children taste orange meat (encourage children to eat with oranges on orange peel) and talk about the taste of orange meat.
Teacher: What's the taste of orange meat you eat?
Guide children to understand the function of orange peel and orange meat.
The teacher showed the teaching wall chart and introduced the function of orange peel and orange meat.
Teacher: Orange peel can be used to make dried tangerine peel and orange peel tea, and orange meat can be used to squeeze orange juice and make orange jam.
Transfer children's life experience and encourage them to talk about what they eat with orange ingredients.
Teacher: What other foods have you eaten that taste like oranges?
Reflections on the Teaching of Delicious Oranges
Oranges are the easiest fruit to see in autumn, which can not only moisten the lungs and resolve phlegm, but also arouse children's interest in participating in activities: peeling oranges can also exercise children's small muscle strength and develop the habit of doing it yourself.
There is such a question in the activity: "What do you think of the teacher's orange petals, little friend?" "Like bananas ..." "Like bananas ..." Children in small classes always like to say the answers that others have said. A single answer is obviously inappropriate. Is the preset question inappropriate? Therefore, before the exhibition, the knowledge was laid in this class. When the teacher picked up the orange petals to ask questions, the children always scrambled to say "like the moon", "like a boat" and "like garlic petals ..." What wonderful answers, the teacher's heart was infinitely comforted, and there were reflections before and after the activity. Children's knowledge and experience are particularly important, and the presupposition of questions should be based on children's age characteristics.
The third link is to let children taste oranges, some are sour and some are sweet. Then let the babies taste their oranges, learn to share and become generous and friendly. In the exhibition, a little link was added, that is, please put the orange in my mouth, and I will help the children taste whether it is sour or sweet. This eliminates the distance between children and teachers. "Well, it turns out that your oranges are really sour." A sentence warms the hearts of children and teachers.
Teaching plan for scientific activities in kindergartens 2. Objectives of activities:
1. Guide children to review their understanding of the three primary colors and feel the changes of colors while playing with them.
2. Organize children to know the change of color through operation and let them experience the fun of free exploration.
3. Cultivate children's observation ability and thinking ability, and improve their language expression ability.
Second, the activity preparation:
1. For a bottle with half a bottle of tap water, paint the bottle cap with different colors such as red, yellow and blue.
2. Put a beaker and three droppers filled with red, yellow and blue water on each table, and prepare a background picture with trees and flowers for each group.
Every child has a jelly shell, a cotton swab and a piece of paper.
4. Word cards: one set of red, yellow and blue word cards, and each group of words is painted with the corresponding color.
Third, the activity process:
(1) Play.
1. Mysterious water:
A bottle with half a bottle of tap water is painted with different colors such as red, yellow and blue. Shake the bottle to change the color of the water.
(1) "Teacher, here are three bottles of water. What color are they? "
(2) "Let's turn it red and draw a red sun, shall we?" The teacher shook the bottle from side to side three times. "Hey? Why didn't it turn red? Oh, I forgot to say the password. Children help the teacher say the password together, ok? " The teacher shook the bottle up and down and asked the child to say the password: "Change, change, change, paint the sun red."
(3) Similarly, yellow water and blue water are produced respectively.
(4) Guide children to think: "Guess why?"
The teacher revealed the secret of the bottle cap: "The original secret is hidden in the bottle cap."
2. Summary: So many beautiful colors are actually changed from red, yellow and blue, so we call red, yellow and blue "three primary colors".
3. "The teacher prepared three colors of water for each group. Please play by yourselves. Be careful not to spill the water. " Please let the children play with colors freely.
4. "How do you play? What color did you change? " According to the children's answers, the teacher showed his homework paper.
5. Guide children to discuss: We found that two pigments "red" and "yellow" were also used, but two children became "orange" and "orange". Why?
6. Summary: Different colors can be produced by adding different amounts of colors.
(2) Draw a picture and compare it.
1. game: chameleon: let children choose colors according to their own needs, dip them with cotton swabs and color the pictures.
(1) The teacher introduced the chameleon: this is the chameleon. Its most peculiar ability is that it can change the color of the body at any time with the change of the environment. If the chameleon hides under the green leaves, it will turn green; If it crouches on an orange branch,
What color will it turn into? If it crawls in a blue flower, what color will it become?
(2) The teacher prepared a "chameleon" for each child. Please find a safe place for the chameleon, dip a cotton swab in the paint and paint it with the corresponding color, then hide the chameleon. Look who hid the chameleon well.
From its enemies.
2. Appreciate children's works and comment collectively.
3. Decorative Exhibition: Clever Chameleon.
Activity expansion:
Put the materials in the "scientific exploration area" and let the children explore adding different proportions of "three primary colors" to create more colors.
The third part of the kindergarten science activity teaching plan activity objectives:
1, likes to observe the changes of clouds, and is interested in observing and exploring weather phenomena.
2. Children understand that the color and shape of clouds are changeable, and initially understand that clouds will drop rain, snow and so on. Feel the relationship between the change of clouds in the sky and weather phenomena.
Highlights and difficulties of the activity:
Understand that rain and snow come from clouds.
Activity preparation:
Experience preparation: usually guide children to observe various clouds.
Material preparation: changeable cloud videos and pictures of various clouds.
Activity flow:
1. Review and exchange children's existing experiences about the changing cloud.
Introduction: During this time, we took our children to observe various clouds in sunny, cloudy and rainy days. What color and shape are the clouds? What are clouds like?
Question: Will the clouds move? Why do clouds move? How to move?
2. Guide children to know all kinds of clouds.
Discussion: Will the cloud become something else? Have you seen other clouds? What is it like? When did you meet him?
3. Seeing the courseware that clouds turn into rain and snow, I feel that clouds will turn into rain and snow.
Discussion: Who knows what the cloud will become?
Introduce the rain in the sky and the snow in winter to children through courseware, and further perceive the changes of clouds.
4. Feel and discover the relationship between the change of clouds and the weather.
Why are there all kinds of clouds? Let the children fully discuss and guess, and then introduce different clouds to the children, which are related to the weather. )
Guide children to classify and compare the observation records according to the weather, make a group record table, and introduce the observation situation of this group to everyone.
5. Activity expansion:
Let the children go outdoors to observe the clouds in the sky. What are the clouds like in the sky? Then draw it.
Design intention of teaching plan 4 for scientific activities in kindergartens
With the progress of social civilization, packaging bags are becoming more and more common in daily life. The main purpose of this activity is to let children know about all kinds of packaging bags, understand the function of labels on packaging bags, understand the harm of white pollution, and encourage children to make and use environmentally friendly handbags.
moving target
1, know all kinds of packaging bags.
2, know all kinds of food packaging bag logo, and can be used in life.
3. Understand the harm of white pollution and learn to make and use environmentally friendly handbags. Activities to be prepared
1. Homework: Collect the packaging bag signs you see in your life with your parents, share them with your teachers and children, and get a preliminary understanding of the significance and function of the signs.
2. Multimedia courseware
3. Teaching wall chart
Every child should bring a bag of snacks.
5. Large calendar paper, kraft paper, transparent adhesive, punching machine, plastic rope, colored pen, etc.
Activity process
1, play courseware to guide children to know all kinds of plastic bags and stimulate their interest in participating in activities.
(1) Teacher: "What did you see just now" (various packaging bags)
(2) Teacher: "What are they pretending to be? What are the models? Where have you seen it? " (Let children express their opinions freely)
2. Let the children introduce their own food and know the signs on the packaging bag.
(1) Teacher: "The children brought a lot of snacks today. Now please tell the children around you: What food did you bring? Where did you buy it? What patterns are there on the food packaging bag? Why do you choose this food?
(2) Let the children look at the wall chart. Teacher's summary: There are quality and safety certification, green food sign, environmental protection sign, recyclable sign, production date, shelf life and other signs on the food packaging bag. When buying food, you should choose the food with the above marks.
(3) Please ask your child to see if there is the above mark on his small food packaging bag, and whether it has exceeded the shelf life.
(4) Please invite children and their companions to taste the food with the above marks and not exceeding the shelf life.
3. Organize children to discuss: the harm of white pollution.
(1) Teacher: "Children, these bags in our life bring us convenience, but some bags also bring white pollution to our environment. Please tell us which packaging bags have brought us white pollution. Is white pollution white? How do they destroy our environment?
(2) Show pictures of white pollution. The teacher concluded: plastic bags are convenient, but we don't advocate using them because they are difficult to degrade and are not conducive to environmental protection.
(4) Let children talk about how we should protect the environment.
For example, when you buy food, you should choose those with green food signs and recyclable signs, instead of plastic bags, you should use environmentally friendly handbags, and at the same time try to be an environmental guardian and tell your parents to do the same.
4. Let the children make an environmentally friendly handbag with the materials provided.
(1) Please follow the steps suggested by children's books and make an environmentally friendly handbag with calendar paper. Choose a big building block toy as a mold, pack it on it, fold it according to the prompts, and glue it with transparent glue. Be careful not to wrap it too tightly to avoid taking out the building blocks. Teachers guide and help children in difficulty.
(2) Let the children decorate the environmental protection handbag, and tie a rope and decorative patterns on the handbag.
Activity expansion
1. Let the child be a small propagandist and tell parents, grandparents what white pollution is and why plastic bags can't be used.
2. Make more handbags for family and friends.
The fifth part of the kindergarten science activity teaching plan activity purpose:
1. By comparing foxes with wolves, children can distinguish their different living habits and appearance characteristics. And know their * * *.
2, rich word: social, wild animals. Review words: cunning and fluffy
Activity preparation: a fox and a wolf.
Activity flow:
One: Introduce the fox.
1, ask questions:
(1) What animal is cunning? (Show pictures of foxes)
(2) Where did raccoons get so cunning? The fox will play dead, sweep away the footprints with its tail, give off a bad smell, stay in the rabbit hole, swim to steal ducks to eat, and get rid of the bad smell when the hunter comes to catch them. )
(3) Where does the fox live? What to eat? (grassland, forest, specializing in rabbits, chickens and rats)
Second, storytelling: the fox family.
Third, introduce wolves in a comparative way:
1. Show pictures of wolves: What animal is this?
2. Compare the difference between a wolf and a fox.
(1) foxes like chickens and rabbits. What do wolves like to eat?
(2) Cattle and horses are so strong and healthy that foxes can't eat them. How do wolves eat? Wolves are bigger than foxes. They come out in droves to look for food.
(3) What's the difference between a wolf and a fox? (Size, Tail)
Conclusion: Differences: Through the comparison and understanding of foxes and wolves, children can distinguish the different living habits and appearance characteristics of foxes and wolves. And know their * * *. Rich vocabulary: social wild animals. Review words: cunning and fluffy
Fox: cunning, one or two live together, eat rabbits, chickens and other small animals, and have hairy tails.
Wolves: They live in groups in winter and eat chickens, rabbits, sheep, cows, horses and other animals. Its tail hangs down like a rope.
Similarities: both foxes and wolves eat animal meat, have sharp teeth and claws, come out to find something to eat at night, and live in the Woods without anyone to raise them, so they are all wild animals.
Fourth, think about the question: Who is fiercer, the fox or the wolf? Who is fiercer than a wolf? Tigers, lions, etc. )
Design ideas of teaching plan 6 for scientific activities in kindergartens;
The new "Outline" points out that children's science education is scientific enlightenment education, which focuses on stimulating children's interest in cognition and inquiry. The scientific activity of this small rocket I designed focuses on stimulating children's interest in exploration. Through an interesting scientific experiment-rocket flying into the sky, children can feel the existence of air and the role of atmospheric pressure on the basis of a lot of rich and concrete practical experience and operational activities, actively think and use their brains, summarize and generalize independently, and finally truly understand and master.
Activity objectives:
1, guide children to perceive the existence of air and the power of airflow, and feel the role of atmospheric pressure.
2. Try to explore the relationship between the launching height of small rocket and the bottle-making force.
3. Stimulate children's interest in scientific exploration and cultivate their spirit of scientific exploration.
Activity preparation:
1, the basis of children's experience-have a certain understanding of the air.
2. Material preparation: one small rocket and one launcher each; Record form, watercolor pen, one for each person.
Activity flow:
First, explore the method of small rockets going to heaven
1, let children freely try the method of rocket to heaven.
2. Discuss collectively how you sent the rocket to the sky? Which method do you like best?
3. Children explore and play again.
Second, explore the reasons why small rockets go to heaven
1, asking questions makes children think: Why do we shoot bottles and small rockets fly?
2. Cover the bottle cap. Can the rocket fly now? Why?
Third, explore the relationship between the launching height of small rockets and the force when patting bottles, and guide children to perceive the existence of air, the power of airflow and the role of atmospheric pressure. Try to explore the relationship between the launching height of small rocket and the bottle-making force. Stimulate children's interest in scientific exploration and cultivate their spirit of scientific exploration.
1, please compare two children whose rocket flies high. Enlightening question: Why do some rockets fly high and others fly low?
2. Ask the children to operate, explore the relationship between the launching height of the small rocket and the beating strength of the bottle, and fill in the record form.
3. Summary: The bottle is very powerful and the rocket flies very high; When the strength is small, the rocket flies low.
Kindergarten Science Activity Teaching Plan 7 Activity Objectives
1. Feel the loveliness and wonder of insects in nature, and sprout the feelings of caring for small animals.
2. Learn to crawl by twisting the waist and exercise the flexibility and coordination of the trunk.
I am interested in wriggling and crawling, which can overcome my fear of difficulties.
Important and difficult
Key points: Learn to imitate insects wriggle and crawl, and feel the loveliness and wonder of insects in nature.
Difficulty: Be able to overcome difficulties and coordinate the completion of actions.
Activities to be prepared
Experience preparation: organize children to watch videos of the animal world and imitate the crawling movements of different animals; Understand the evolution of caterpillars.
Material preparation: the child has a cloth bag, tape recorder and tape. Site preparation: grassy fields and sloping gardens, and put the "feces" of small caterpillars.
Activity process
First, the beginning part
1. Experience review: Which animals can crawl? How to climb? What are the crawling actions of insects?
2. Warm-up exercise: Children disperse and imitate various animal crawling.
Free imitation: crawling with hands and feet on the ground, crawling with hands and feet on the ground, crawling and so on;
(2) collective imitation: two people sit together and hug, imitating "watermelon worms" to roll forward; All the children bend their knees and put their hands on the hips of the children in front, turning into long "caterpillars" crawling forward; Become a "centipede", at the same time raise your hand and lift your feet to crawl forward, and so on.
Second, the basic part
1. Discussion: What does a caterpillar look like? How did you get up there?
2. Children are free to try and imitate the crawling of caterpillars;
3. Discuss the essentials of action: "Pick up little ass, raise your little head, bend over, and climb forward." (Individual children demonstrate, the teacher demonstrates: by twisting the waist, try not to push with your hands, arch your hips up, bend your body, kneel down, stretch your upper body forward, and so on. )
4. Children's second exercise (focusing on children with weak guiding ability: crawling by the waist without the help of hands and feet and coordinating their movements).
Third, the game part.
1. "Looking for fertilizer"
Please ask the "green worm" to transport these fertilizers to the designated place with the crawling action just learned, and compare which group is faster and more in the specified time.
2. "We have grown up"
Please take a cloth bag for each child, put your body in the cloth bag (indicating that the caterpillar has grown up) and practice crawling (adjust the activity of the child according to the activity of the child, and encourage the children with strong ability to help the children with weak ability).
3. The Little Caterpillar's Dream
The teacher tells the rules of the game as Sister Butterfly: Divide into two groups according to the number of children. First, they filed up the hillside, picked up a grass prepared by the teacher from the grass opposite the hillside and stuck it on their bodies. Then, they get into the bag, climb over the grass, and get out of the bag with the music, which means they become butterflies and dance.
(2) Children and Sister Butterfly start their journey together: climbing the hillside-eating grass-spinning cocoons (drilling their bodies into a cloth bag)-becoming butterflies-flying among flowers.
Fourth, the conclusion part.
1. Relaxation activities: learn to fly with music;
2. Clean up the venue and go out.
Extended activity
In the morning activities, let the children continue to play games with cloth bags.
Activity evaluation
I. Design Intention
In outdoor activities, children are particularly interested in insects in the garden and observe them for a long time. Some even crawl behind insects. I take the growth process of caterpillars as the plot of the game, trying to achieve: 1 Infiltrate environmental education: let children know the surrounding environment, understand their interaction, appreciate its beauty and inspire their love. Therefore, in the activity, I designed the game plot of "Bug's Dream", so that children and "Bug" can participate in the activity together, so that children can move in a relaxed and happy situation. Second, increase the difficulty and improve the crawling speed. It is very difficult for children to wriggle and crawl around, and let them explore and learn in the game. Third, let children try to imitate the crawling of larvae with their own bodies and stimulate children to explore the fun of physical exercise.
Second, the effect analysis
The venue of this activity is in sloping grass and gardens, which avoids the complicated venue layout in sports activities. Children feel that these relationships with us are so intimate and harmonious in the activities, so that environmental education can nourish children's hearts from the emotional point of view. When learning new actions, games or relaxing activities in class, teachers always use the tone of games. For example, when learning movements, the teacher vividly presents the essentials of children's movements with the nursery rhymes of "pursed little ass, raised little head, bent down, made love and climbed forward", so that children can learn with interest in catchy nursery rhymes. In the vivid game plot, children practice crawling repeatedly and enjoy it, which completes the important and difficult points of teaching well.
Kindergarten Science Activity Teaching Plan 8 Activity Objectives
1. Through hands-on operation, the strength of various materials is different, thus cultivating children's exploration spirit.
2. Let children feel the relationship between the strength of materials and external factors (length, size and width), and cultivate their hands-on operation ability in practice.
3. Cultivate children's good scientific attitude and cooperative consciousness through observation, discussion and experiment.
Activities to be prepared
Ordinary napkins or wrinkled paper, kraft paper strips, plastic paper, glass marbles, wooden sticks, ropes, hooks, wide adhesive tapes, containers (plastic beverage bottle bottoms or ice cream cups can be used instead), and spring scales.
Activity process
Play inquiry activities and feel the strength of the materials. Plastic tape, crepe paper and kraft paper with different widths, narrowness, length and short. Let the children try which paper is the strongest.
Questions to explore:
Use three kinds of paper with different materials and the same size to lift heavy objects. Which paper has the greatest strength? Have a try. Fix corrugated paper, plastic paper and kraft paper with the same length and width on a stick, and then tie a small container at the lower end of the paper. One child put the glass marbles in the container, and another child recorded how many glass marbles were put in the container before the paper broke, and recorded the total number of glass marbles. Compare the total number of glass marbles after three different kinds of paper are drawn. Tell me what I found.
(1) Plastic paper is the strongest, and kraft paper is not small.
(2) The strength of crepe paper is the smallest. Inquiry activity 2 Inquiry question: Who has the greatest strength with paper of the same material, same length and different width? Children's experiment Tell me what I found.
(1) The same material, with the same length and different widths, the wider the paper strip, the greater its strength, and the more heavy objects it hangs.
(2) The strength of thin paper strips is the smallest.
End of activity
1. The glass ball container should not be too small to hold more glass balls.
2. Be careful not to cut it too wide for observation.
3. Wooden sticks can be replaced by chopsticks or pencils.