Kindergarten candy lesson plan 1
Activity goals
1. Understand the shape, color, taste and other characteristics of candy, and know that there are many types of candy.
2. Learn to perceive candies by looking, touching, smelling, tasting, etc.
3. Willing to participate in activities to explore candies and express their findings and feelings.
Activity preparation
1. Children choose to bring 2-3 different kinds of candies, sit around the table, and put the candies they brought in front of them.
2. Card paper and 1 marker.
3. One candy plate for each group.
Activity process
1. Introduce the candies you brought.
Teacher: Who wants to tell everyone what kind of candy you brought?
Children: I brought lollipops.
Children: I brought chocolate candies.
The teacher uses simple drawings to record the types of candies. (For example, when the children introduce lollipops, the teacher draws the icon of the lollipop.
Lead the children to count how many kinds of candies the class brought in a day.
Teacher summary : It turns out that the children brought so many different kinds of candies.
2. Observe the diversity of candies.
Teacher: Please put in so many candies! In the candy dish in the middle of the table, are they the same?
Children: Not the same.
Children: I think some are the same and some are different. p>Teacher: What are the differences? Please take a closer look.
Children: Some are red, some are green and some are yellow.
Children: Some candies. Some are very small.
Children: Lollipops have a small stick, but other candies do not.
Teacher’s summary: It turns out that these candies are not only different in packaging. , some are big, some are small; some are round, some are square, and some have small sticks.
Teacher: Please pinch it with your hands and see what you find. ? Smell it with your nose, what will it taste like?
Children: I think QQ candy is a bit soft, and it tastes like orange.
Children: It’s a lollipop. It is hard and has a sweet taste.
3. Taste and share the candy.
Teacher: What does the candy taste like?
Children: Sweet.
Children: Oranges are sour.
Teacher: Please choose a candy you like.
Who wants to tell you how. (Let individual children demonstrate how to peel the candy.)
Children: Peel off the candy wrapper.
Children: Tear it open and put it in your mouth.
Teacher: Put the candy in your mouth and try it! (Encourage the children to peel off the candy wrapper through their own exploration.)
Teacher: The candy you are eating is What flavor does it taste like? (Guide children to express their feelings freely.)
Children: Mine is fruit-flavored.
Children: Me. It’s grape flavored, it melts in the mouth, it’s sweet.
Children: My candies have become smaller.
Teacher’s summary: It turns out there are different kinds of candies. With a different taste, the candy will slowly melt in our mouths and become smaller.
4. Extended activities
Watch the lesson: "The big one without teeth." Tiger".
Question: What happened to his teeth?
Child: His teeth are broken.
Children: He has tooth decay and all his teeth have fallen out.
Teacher: What should our children do?
Children: We don’t want sugar.
Children: I won’t eat sweets anymore. If I eat sweets, my teeth will fall out.
Teacher’s summary: Candy is delicious, but eating too much can easily lead to tooth decay, so don’t eat too much. After children eat candy, it is best to rinse their mouth or drink some boiled water. Kindergarten candy lesson plan 2
Activity goals
1. Children can experience and perceive the differences in candies (quantity, shape, softness, hardness, taste) through games of guessing, catching, and tasting. etc.)
2. Develop children’s ability to observe relatively simple things.
Activity preparation
1. One pair each of red, yellow and small cans, mark them respectively.
2. Several kinds of candies. (Candies of different shapes and colors, etc.)
3. Two transparent plastic buckets and multiple candies arranged on paper strips.
4. Sticker photos and candy stickers for each child.
5. Cracked sugar candies and some popping candies in small bags.
Activity process
1. Recall experience:
1. Show the pictures in the regional game to arouse the children's memories of the "candy giving" scene in the game activity.
Question: Do you recognize this picture? What game are we using it for?
Who is up here? (Let the children read out the names one by one.)
Cover half of the picture and ask: What kind of candy does *** like to eat? Do you remember (the teacher must clearly understand who likes it, such as a good friend) )
2. Operations and games
(1) "Guess the candy"
1. "One and many" candies in the red jar (Candies of various shapes are placed in the jar)
Grasp two points: first, listen to whether the argument is correct, you can count to verify; second, guess what is hidden in the candy wrapper What shape of candy? (Focus on the oval shape)
Teacher summary: Candies come in various shapes.
2. Guess "more or less" in the yellow jar (more marshmallows and 5 hard candies), shake it close to the child, shake it several times, and say "Listen carefully."
Question prompt: There is clearly a rumbling sound in this jar, but why is there less of this and more of that?
(Pay attention to two points: one is verification. The other is to guide children to think about the difference between soft and hard candies. (It turns out that soft candies make a soft sound, while hard candies make a loud sound. .)
(2) Catching candies
1. The teacher shows the transparent bucket and explains the rules of the game: catch it with one hand
2. Prepare two buckets. (Pack red candies), save time, children can count their own candies
(Keep two points in mind: first, is every child counting, and second, is the number correct? Can they say the total number. ? )
3. Teacher’s graphical statistics: use the prepared candy strips and children’s stickers to count the most and the least
4. Teacher guidance. Children observe the process of the teacher catching candies
Question prompts:
(1) Guess how many candies Teacher Gu can catch?
(2) The teacher demonstrates the process of grabbing candies with his big hands, causing the children to think (Why do big hands grab less candies?)
(3) The children discuss and the teacher tries.
5. The child grabs the candy for the second time.
Let the child try. If it doesn’t work, the teacher can prompt the child. After catching it, did he count too much?
The teacher observes the child. Comparison, arrangement method, etc. (Teacher’s summary: The number of candies caught will be different if the method of catching is different.
Next time we go to the district corner activity, we will continue to play and compare. )
(3) Eating candies
1. Taste "eucalyptus sugar"
The teacher invites children to taste small eucalyptus sugar
Ask the child how it feels when eating it in his mouth. We usually eat sweet candies, but when do we eat spicy candies?
Read the introduction of "Yellow Sugar" and know that this is a therapeutic sugar.
2. Try the "popping candy"? Children close their eyes and open their mouths to taste, and they will end happily. (It turns out that there is such an interesting kind of candy that it can dance when you eat it in your mouth. It is really delicious and fun.)
3. Don’t forget to protect your teeth when guiding young children to eat candy. Kindergarten candy lesson plan 3
Activity goals:
1. Learn to recognize several things that are easy to be eaten by mistake in daily life (such as medicine, glass balls, mothballs, desiccants), and understand Dangers of accidental ingestion.
2. Try to paste “no eating” safety signs to increase safety awareness.
3. Experience the joy of gaming.
Activity preparation:
1. Sheep headdress, Big Big Wolf headdress
2. Music, courseware "Cannot Eat Jelly Beans"
3. Candy bag (containing: glass balls, mothballs, desiccant, etc.), one for each person, mouth and X mark (one for each person),
Activity process:
1. Introduction of scenes to arouse children’s interest
Teacher: Who are you? (Pleasant Goat)...Then who am I? (I am the village chief) Little sheep, I am your sheep village chief. The weather is so nice today. Let’s go to the grass and do some exercise together! (Leading children to do exercises)
2. Watch the courseware and learn why the red panda was hospitalized
Teacher: Listen, what is this sound? (Children’s guess), so smart, it’s really an ambulance! Who is lying in the ambulance? (Red Panda)
Teacher: Why was the red panda taken to the hospital by ambulance? (Initiate discussion, children can freely guess and speak) Let’s ask the red panda, shall we?
Teachers and children made shouting gestures together and asked: Red panda, red panda, why are you sick?
Teacher: Let me hear what the red panda says? (Recording: I saw a jelly bean at home, so I took it and ate it. As a result, I had a terrible stomachache.)
Looking at the PPT, teacher: This is the candy the red panda just ate, little Sheep, take a closer look. Is this candy? So what is this? But why did the red panda treat it as candy? (The child answered: It is round, small, and very beautiful. It does look like a jelly bean.)
Teacher: It turns out that the red panda mistakenly thought the pill was candy and ate it into its stomach. As a result, it suffered from stomachache and was hospitalized. . Lambs, remember, pills can only be taken when you are sick, otherwise you will get a stomachache.
3. Create scenarios to guide children to understand things that are easy to eat by mistake in life
The Big Big Wolf enters the scene, triggering questions
1. Teacher: Yeah, no. Yes, the Big Big Wolf is here. Sheeps, come with me and hide in the grass.
Big Big Wolf came to the grassland carrying the candy box.
Big Big Wolf: Dear lambs, I have prepared a lot of candies for you today. They are delicious. Come and eat them quickly! As long as you eat it, I can...hehehehe... (Big Big Wolf distributes candy boxes on the grass) Okay, I'll come back later!
2. The lambs learn about several items that are easy to eat by mistake through various senses
(1) Each lamb picks up a pack of candy boxes, opens them and looks inside What is "candy".
Chief of the Yang Village: Big Big Wolf has gone far, the lambs, please come out quickly. Look, there are so many candy boxes, what’s in them? Can you eat it? Now each lamb goes and gets a pack of candy boxes and opens them.
(Use your senses, see, touch, smell, and communicate individually)
Yang Village Chief: Let me see if what Big Big Wolf prepared for me is candy?
Lambs, look, is this candy? (Mothballs) How do you know they are mothballs? (It smells bad) Come and smell it, mothballs smell bad, and bugs don’t like the smell, so if you put them in your clothes, the bugs won’t come.
Look again, is this sugar? (glass ball) What shape is it? What are glass balls used for?
Look, is this sugar? (Desiccant) Where is the desiccant placed?
What the hateful Big Big Wolf prepared for me was not candy. These things will make you sick if you eat them in your stomach. I’d better cover the box!
IV. The lambs pasted safety signs prohibiting eating
(1) Yang Village Chief: Lambs, we already know that the contents of this candy box are inedible, but The other little animals don’t know it yet, so I thought of a good idea. What do you think this is? (mouth) What’s on your mouth? (X) What does this mean? (Cannot eat mark) Just put it on the candy box to remind other small animals not to eat it. You also have a candy box given by Big Big Wolf. Let the little sheep quickly put a mark saying it cannot be eaten!
(2) Safety signs prohibiting eating are pasted on the lambs.
5. Experience the joy of the game and the joy of success.
The Big Big Wolf returned to the grassland, and the lambs quickly hid in the grass. Big Big Wolf: Huh? Why didn’t the lambs eat the candies I prepared? There was something posted on it. Hey, these lambs were so smart. Not only were they not fooled, they also put a "no eating" safety sign on it, which made me unable to eat mutton again. Hey, I'd better go somewhere else. Let’s look for a place!
Yang Village Chief: Yeah! The Big Big Wolf is gone. Lambs, you are so smart that you didn’t fall for the Big Big Wolf’s trick. Remember, don’t eat these things when you see them again!
Now let’s go and bask in the sun together! (Exit)