Activity goal: 1. Understand the structure and function of the hand and the names of the five fingers. 2. Help children understand that their little hands are very capable. 3. Simply understand the method of hand protection. Activity preparation: 1. Picture of hand 2. Animal big finger couples 5 little finger couples (the same number as children) 3. Operating materials: (1) holding beads (chopsticks, wooden beads) (2) wearing beads (3) drawing (coloring: "gloves")
Activity flow:
First, the children's operation teacher briefly introduces the operation content and materials, asking children to operate, so that children can think when operating: "What do you use to make these things?"
Second, guide children to talk about what their little hands can do, and let them realize that their little hands are very capable. Question: 1. What did you just do? What is it made of? 2. What can your little hand do besides what it just did? The teacher concluded: children's small hands are really capable and can do so many things. So, why are they so capable? What do they have? Please put out your little hand and take a closer look.
Iii. knowing the hand 1. The child observed his hand and asked, What's in your hand? (Finger) 2. Know the name of the finger. (1) Introduce the finger name. Show the pictures and introduce the names of the five fingers. The shortest and thickest is called thumb, so that children can extend their thumbs to praise their children and themselves, and the thinnest and smallest is called little finger, so that children can extend their little fingers; The middle finger is the highest, let the child extend the middle finger; The middle of the middle finger and thumb is called the index finger, asking the child to extend the index finger; The middle of the middle finger and the little finger is called the ring finger, and the child sticks out the ring finger. (2) Consolidate the understanding of fingers. A. The teacher put the animal fingers on five fingers respectively, and the child said: The teacher put * * on * * fingers. B. Game: The teacher says the name of a finger, and the child puts a finger on the corresponding finger. 3. Know other parts of the hand. (1) Where are the fingers? (Palm) (2) How to divide the hands? (Palm, back of hand) The teacher held out his palm and the back of his hand reminded the children.
Fourth, children's discussion: what should I do without hands? How to protect your hands? After the discussion, please answer individual children. Teacher's summary: Wash your hands frequently, keep your hands clean, don't play with sharp things such as knives, so as not to hurt your small hands. Wear gloves and apply some skin care products when you go out in winter. Fifth, guide children to think about how to make their little hands more capable, and educate children to do more and work harder. Question: How can I make my little hands more capable? Inspire children to think: if you let your father, mother, grandfather or grandmother do everything, what can your little hands do? Educate children to do their own things and help them do what they can. Extension: 1. Let the child continue to operate. 2. Remind and urge children to learn to do their own things in daily life.
I. Objectives:
1, which can be used to perceive the characteristics of yellow fruit with multiple senses.
2. Know that fruits are nutritious and have the habit of eating fruits every day.
Second, prepare:
1, yellow fruit, fruit stand, plate, pot.
2. Information on children's activities, Volume II, pages 7-8.
3. Wash the fruit and cut it into pieces.
Third, the process:
1, guess what.
Teacher: "There is a riddle that I want you to guess." (According to the description of the riddle, the children hold up the corresponding fruit for verification. )
"Flat, round, orange, petal by petal." (orange)
"Curved like the moon, green is not delicious, and yellow is very sweet." (banana)
Teacher: "What color coat are these fruits wearing?"
Teenager: "Huang."
2. Taste the yellow fruit.
Teacher: "I wonder if these yellow fruits can be eaten." What will they taste like? " (Children taste fruit)
Teacher: "What fruit are you eating? How does it taste? "
Young 1: "Banana, sweet."
Young two: "Pear, crisp."
3. Expand the experience of fruit.
(1) Introduce fruits.
Teacher: "In addition to these fruits, the children also brought their own fruits. Can you tell me what fruit you brought? " ? What color and shape? "
Young 1: "I took a cantaloupe, yellow and oval."
Teenager 2: "I took a banana, which is yellow and curved like the moon."
(2) Perceive the characteristics of fruits.
Teacher: "There is a small fruit stand here. Children can come and see, touch, smell and feel the characteristics of these fruits. "
Young 1: "The skin is smooth and fragrant."
Young 2: "It's all yellow."
(3) Summary:
Most fruits in autumn are yellow, some are orange and some are pale yellow. They smell sweet and taste sweet. Eating more fruits can make us healthier. We should eat fruit every day.
Activity objectives:
1, a preliminary understanding of the structure of teeth, knowing that teeth can not only crush food, help digestion, but also help to pronounce correctly and make us speak clearly.
2. Know that teeth are very useful and pay attention to protecting teeth.
Activity preparation:
1, one apple for every four people, 1~2 shrimps per person.
2. A pair of tooth models. Six surgical cards "White Teeth".
Activity flow:
1, let children eat apples and get a preliminary understanding of the use of teeth.
Invite children to eat some apples today. Please eat slowly and think while eating. How do you eat apples?
Guide children to speak their experiences boldly, knowing that they use their teeth to help bite off the chewed apples.
2. Let children know the structure of teeth.
(1), do you all have teeth? Open your mouth and let's see what color the teeth are.
Let the children look at each other and know that everyone has teeth and their teeth are white.
(2) Show the tooth model (or look at the card 1-4) Q: Each of us has a pair of white teeth. Let's see what teeth look like. What is it like? What is the difference?
The teacher explained that the teeth have two parts, the upper and lower parts are the same, the front teeth are flat, the lower teeth are pointed and the rear teeth are square.
(3) What are the uses of these different teeth?
Please see card 1-4 for discussion. With the help of the teacher's explanation and questions, we know that flat teeth can cut off food, sharp teeth can tear food, and square teeth have the greatest strength and can crush food. They have their own functions. They help us to bite and chew food.
3. Let the children taste the shrimp strips and experience the effects of different teeth again.
4. Discussion: Besides helping us eat food, what's the use of teeth?
Let children practice the pronunciation of "teacher", "four" and "Chinese characters", and so on. The teacher stressed that when pronouncing these sounds, the upper and lower teeth are separated and close together. Knowing teeth can also help us pronounce correctly and make us speak clearly.
5, teachers and students * * * Look at the operation card 5-6 discussion summary: teeth have many uses, so how should we protect our white teeth? Rinse your mouth after meals, brush your teeth in the morning and evening, and don't eat anything like sugar or hard food before going to bed. Keep your teeth from turning yellow and black, keep our teeth white forever and serve us every day.
End of activity:
1, combined with dining activities, let the children talk about how to eat chewy food such as beef and celery with their teeth, and don't pack or suck rice, so as to form the habit of eating with their teeth correctly.
2. Use daily activities to let children talk about these questions: Why are your teeth black? Why do your teeth rot? What's wrong with that? Let children know that teeth are clean and tidy, which is not only beautiful, but also reduces diseases.