We are a rural kindergarten. Children have been in close contact with the soil since childhood, and their bodies and hands are gray all day, and there is no clean place. In the process of playing, they like to draw traces with twigs, sometimes piled into hills, and sometimes aimlessly. This activity is to use and tap the potential value of this textbook: returning to the life world. Let children explore and study purposefully under the guidance of teachers, so as to discover the characteristics of soil and feel the fun it brings them.
Activity objectives:
1, through operation and practice, guide children to distinguish between dry mud and wet mud, understand their performance and use, and perceive their different characteristics.
2. Enhance the safety and health awareness of children playing with soil.
3. Cultivate children's interest in exploration.
Activity preparation:
1, played digging: looking for what's in the soil.
2. play with the soil area; Plastic spatula, water and several molds; A pair of sleeves and shoe covers.
3. Activity background: light music.
4. The teacher wears a mobile phone and a small microphone.
Activity flow:
Firstly, introduce the activities and tasks, and lead out the activities.
Put on your sleeves and shoes first, and then bring them into the field-the mud playing area.
1. Introduction: By answering Mr. Earthworm's phone, explain today's task: to find the secret of soil.
2. Discussion: What should we pay attention to when looking for the secret of soil? 3. Confession rule: See who discovers the secret of mud first. After hearing the phone ring, come back and tell Mud's good friend Mr. Earthworm.
(Evaluation: As the saying goes, interest is the best teacher. This activity is dominated by finding secrets, stimulating children's curiosity and promoting their desire to participate in activities. At the beginning of the activity, I started today's activity by answering the phone call from the earthworm teacher and assigning tasks to the children. Because children are often in an endless state when playing with soil, I take Mr. Earthworm as the main line in the whole activity to guide children to connect all links of the activity. Second, perceive the characteristics of dry soil.
1, explore freely.
Please take tools to play and see what secrets you can find in the soil. (1) Why does a teddy bear disappear when it touches it? (2) What is the difference between the two (turning over the soil and bare soil)? (Soft, hard) (3) Why did the clod disappear when I held it with my hand? (Fragile, loose) (Evaluation: In the process of children's independent exploration, teachers carefully observe and put forward a series of questions in time according to children's operations, and guide children to explore answers and solve problems purposefully from aimless play. In this way, children have a basic understanding of the characteristics of hard, soft, loose and brittle soil through their own personal perception. 2, the child tells.
The teacher asked: What secret did you find? Mr. earthworm called. Tell Mr. Earthworm together. Guide children to concentrate. ) I find the dry soil very loose.
I found the soil very soft.
I found that some soil over there is very hard.
When I dug with a shovel, the soil cracked.
Third, perceive the characteristics of wet mud.
1, explore freely.
Let the children add some water to the dry soil. What will you find? Where did the water go? I asked: What happened to the soil with water? Why does it stick to your hands? You keep adding water and try again. What about the soil?
(Evaluation: This link mainly guides the perception of the characteristics of wet mud, the change from dry mud to wet mud, and induces children to explore. In the process of guiding children while playing with them, I completely offset their nervousness and worry. Children explore and find secrets in a relaxed environment. As the outline says, teachers should create an equal and relaxed atmosphere for their children. At the same time, the identity of teachers as guides, collaborators and supporters and the identity of children as masters of activities are also integrated and promoted each other. 2, the child tells.
Teacher: What secret did you find? Mr. earthworm called. Let's tell Mr. Earthworm the secret of the soil after adding water. Guide children to concentrate. ) The soil absorbs water.
When water is added to soil, it becomes soft and sticky.
It's all stuck to my hand.
After adding water, I picked up the plastic crab. The crab is still fine and the soil is not loose.
After adding water, the soil will be deformed. What shape do you want to make? > & gt
Question 2: Reflection on the teaching of "What's in the Soil" in the middle class. This activity has two goals: 1, and can actively explore the motor function of your body. 2. I feel that many parts of my body can move. I mainly want my children to explore their own bodies and feel that many parts of the body are moving. But after the activity, I also found that I didn't even understand the specific meaning of the word function, let alone children. It's too vague. You can make it smaller. For example, you can actively explore and find places where your body can move. After the implementation of the whole activity, children have achieved the goal of exploring the external active parts of the body, but there is a great lack in perceiving the internal active parts of the body. Speaking of moving parts inside the body, children know that the heart will beat, but in winter, because children wear thick clothes and touch the position of the heart with their hands, many children can't feel the beating, and many children can't find the accurate cutting position when touching their wrists and necks. Only what I said is moving in their bodies and can't attract children's attention. So when recording in the form of records, when children draw the moving place, they record the moving place outside their bodies, and several children draw a heart shape inside the moving place. You can use the time before and after meals to enrich your child's knowledge in this area.
Question 3: What are the teaching plans [activity purposes] in the scientific soil of the kindergarten middle class?
1, through operation and practice, guide children to distinguish mud from soil, understand their properties and uses, and perceive the different characteristics of mud and soil.
2. Guide children to use a variety of masons' skills to create masons, inspire children to make rational use of auxiliary materials and tools to shape works, and use skills such as separating mud, connecting and pinching edges to shape combined objects.
3. Encourage children to carry out creative activities according to their own wishes and give full play to their imagination and creativity. ? [Activity Preparation] 1. Prepare a large number of different kinds of soil (red soil, loess, sand, etc.). ), water, mud tools, good mud (a small amount) and various mud toys.
Question 4: "What's in the Garden" What are the lesson plans in the kindergarten middle class garden-activity objectives:
1. On the basis of fully perceiving the characteristics of spring season, we tried to compose a picture with different images to express our findings.
2. I am willing to share my experiences with my peers and further feel the beautiful artistic conception of prose poetry.
What lesson plans are there in the preparation of garden activities;
1, light green square paper (three green lines represent the ground), dark green or dark blue pens, crayons of various colors.
2. Children * * * are going to draw small pieces of paper of various insects and collect butterfly sticky paper and glue sticks.
What are the teaching plans in the process of garden activities?
I. Situation
Beautiful spring has arrived. When we walk into the garden every day, we will find a lot of little cuteness. We will record them, make a big garden together and arrange them in the activity room. Now, let's see what's in the garden in this picture.
Second, discuss
According to the four characters on the screen, with prose poem "What's in the garden", * * * is looking for and discussing:
1. What can you see in the garden? What kind of flowers are there in the garden? What is the difference between them?
2. Some things are sometimes visible and sometimes invisible. Can you find them in the picture? How did we find them? Beautiful butterflies are difficult to draw. How did we learn to draw? How does the cry of a chicken or bird appear on the screen?
Is there anything that you can't smell with your nose and hear with your ears, so you really can't find it? ..... Why is it so simple for children to draw grass? Ask him to introduce his feelings of walking on the grass.
Third, creation
1. We found that there were more boys in the garden than in the book, so we couldn't finish talking. Let's draw our own garden and write our own poems with it.
2. In the process of children's creation, teachers pay attention to children's current creation in combination with prose poems, and guide children to constantly think and communicate. The following are some records of the activities. In brackets, the teacher's introduction is in block letters, and the children's introduction is in italics.
Guess what's in the garden? What you can see is:
The tadpole opened his eyes wide to find his mother, and rows of small trees grew tall. There are brothers and sisters in the Woods, and there must be sisters and sisters in the garden.
(... I've seen beautiful bougainvillea, ... I've found warm sunshine, ... I've found bugs in the soil, ... I've seen a large meadow, ... I've seen lotus leaves after lotus leaves in the pond. )
(... seeing butterflies flying), butterflies are difficult to draw. How did you learn it? (Rong follows the picture in the book, and then remembers it. )
Wow! Can a butterfly live with only a pair of wings? No, it's badly hurt. The child who missed drawing butterfly wings immediately added a pair of wings.
..... The butterfly painted by this child is particularly beautiful. Let me show you.
Gaga, whose cry is this? Mother frog croaked and was looking for a cotton baby. ) Gaga, who's here again?
A duckling is walking on the grass.
Have you found a cute little girl who is sometimes visible and sometimes invisible? F Tadpoles have long hind legs ―― they didn't grow a few days ago, but now they have seven. 1. I couldn't see the bird when it was in its nest, but I saw it when it flew out. )
(I feel the soft body of the caterpillar) What else can I touch? ..... Stretched out his hand and touched the rough bark.
Our garden is becoming more and more beautiful. Let's check: What can we see, hear and smell in our garden? Can we find something we can't see, hear or smell? Children like to check their own gardens. )
Fourth, imitation.
Each of us has a beautiful garden, and we can make up our own "what's in the garden". Now let's fill in the first paragraph, shall we? After the teacher named the poem, the children began to recite the first paragraph collectively and insert their own paintings into it. )
Collective: guess! What can you see in the garden? What can't be seen?
Needless to guess, I know what you saw in the garden.
Personal Insertion: What you can see is the beautiful tender grass in Kobanawa.
What you can see is beautiful butterflies flying among the flowers.
What you can see is a chicken and a duckling playing together.
......& gt& gt
Question 5: A brief introduction to the teaching material "What's in the Garden" of Zhang Chen Chinese teaching plan in the middle class;
What is in the garden is an illustrated picture book, which is different from ordinary popular science books and leads children into a wonderful world. Let's follow the protagonist in the book to watch the flowers and trees in the shape of * * *, smell the fragrance of flowers and plants, listen to the chirping of insects and feel the cool breeze. The book conveys to children from a brand-new perspective how to mobilize all kinds of senses to understand the world around them, lead children to learn the methods of exploration and research, insert the wings of imagination for children, and enjoy the precious gifts of nature.
Target preset:
1. Read the picture book happily and feel what is lovely in the garden.
2. Focus on observing the movements, expressions and childlike feelings of the protagonist, and show them with actions.
Try to describe the feeling in the garden with adjectives.
Focus: Observe the movements, expressions and childlike feelings of the protagonist. Difficulty: how to feel the invisible and express it. Design concept:
First, promote the development of children's multiple intelligences.
Nowadays, picture book reading is no longer limited to the category of language, and its rich knowledge connotation can be tapped. Things in the garden involve cognition and exploration, the rhythm and rhythm of language, and the social emotion of loving nature, which can promote the development of children's multiple intelligences.
Second, improve children's pre-reading ability.
1. Can link the information in picture books with real life. 2. Guess and predict the contents of the book by imagination. 3. Willing to share reading experience and feelings with peers. Design concept:
What attracts us about this book is its light and childlike picture language. It has no twists and turns, but it contains many surprising little details, and everything can't be understood at once. Before the activity, we led the children into nature and let them feel the original ecological features of all life in the garden first. When reading picture books, children will involuntarily recall what they observed in the garden, and reading will become natural and true. When we know what we can sometimes see and what we can't see, we should let our children read independently and look for answers from picture books, so that they can exchange unexpected discoveries in reading and share their reading experiences and feelings with each other in a relaxed and happy atmosphere. For the invisible things, we use multimedia courseware such as audio and video to mobilize children's senses to perceive and encourage children to express their feelings in words, which quickly solves this abstract and freehand problem. Finally, the organic combination of sound, painting and sound makes children realize the beauty and charm of reading.
Teaching process:
First, discuss the garden experience with your children.
Children, spring is coming, what will be in the kindergarten garden? The teacher led the children for a walk in the kindergarten. )
Children, we take a walk in the kindergarten garden in the morning. What did you find in the garden? Second, read books and feel the loveliness you can see in the garden. 1. Visible on the ground.
(1) There is also a garden here. Guess what's in it? Children are free to guess what is in the garden. )
(2) Let's see what we have.
I saw lilacs, sorrel, marigold, coconut trees,
Summary: alas! There are too many, we can't finish talking! 2. Visible underground.
Turn over the land and see what's inside. (Point directly at the picture and ask questions)
Wow, this is the root of the tree, this is the root of the grass, this is the sleeping cicada, this is the tunnel dug by the earthworm, this is the home of the little ant, this is the egg of the little ant, what else is hidden in the soil?
Please tell me with your imagination.
Summary: It turns out that many things in the garden are hidden in the soil and can only be found by digging the ground. Third, children read independently and find things that are sometimes visible and sometimes invisible.
1. Some things are sometimes visible and sometimes invisible. Do you know what that is? Please pick up this book, turn it over and read it carefully, and you will find something unexpected.
2. Ask for reading.
(1) Put it on your lap and read it page by page.
(2) See for yourself, keep what you see in your heart and communicate with you later.
(3) Let the children take out a book to introduce their findings. Be sure to tell everyone which page they are on. All the children will turn to that page and read it together.
(4) Introduction page to remind other children to pay attention to the introduction. 3. Know picture books >>
Question 6: What activities are there in the science soil of the kindergarten class? Reflection on today's science lesson "What's in the soil". First, I will take the children to the playground in the back. There is a piece of mud over there. We are going to do activities on this land today. The children are very excited to take part in the excavation activities in person. Nowadays, children in society are usually far away from nature. The information about the soil obtained through excavation activities is true and reliable, and the children are convinced. In the process of digging, children are not afraid of getting dirty. Through their eyes, hands and nose, they really realized the fragrance of the soil and were curious about the substances in it.
When I was in the * * * room, I asked the children to put what they had dug into the containers prepared in advance and bring them to the classroom to show them. After returning to the classroom, I asked each group to send a representative to talk about what they found during the excavation and asked him to express it in complete words. In the process of expression, I corrected those incomplete words.
I selected several representative things excavated by children and introduced them one by one, such as earthworms, ants and watermelon worms. Let them know their shapes, characteristics and living habits, and let them know that the soil has many nutrients, which is the basis for the survival of many animals and plants. They were also told that earthworms would swim outside when it was going to rain. The children are full of fun to explore this activity.
However, when observing outdoors, there are also some problems to pay attention to:
1. Some children don't know how to observe, and feel that there is nothing in the soil, so they need patient guidance and observation. 2. Educate children's thoughts, restore the soil turned over during the experiment, and don't hurt other creatures.
Question 7: the goal of teaching reflection on the scientific activity "What's in the soil" in kindergarten middle class;
1, understand the safety and hygiene that should be paid attention to during the winter vacation, and enhance the awareness of self-protection.
2. Through discussion, stimulate children's feelings for the New Year and educate children to spend their winter holidays happily and reasonably.
3. Cultivate children's complete and coherent expression ability and ability to judge things.
Activity preparation:
"Ping An Series" safety education video.