Before teaching activities, teachers often need to prepare teaching plans, which help students understand and master systematic knowledge. How to write the lesson plan? The following is the small class science lesson plan "Water Pipe Moving Water" and teaching reflection I compiled for you for your reference, hoping to help friends in need.
moving target
1. Feel the interesting siphon phenomenon by changing the water for the small goldfish.
2. Stimulate children's desire to cooperate and try to explore science through activities.
3. Willing to try boldly and share experiences with peers.
4. Experience the sense of accomplishment in solving problems.
Activities to be prepared
1, paper cups, straws, buckets, nozzles, hoses, spoons, towels, goldfish bowls, etc.
2. Multimedia courseware.
Activity process
First, arouse children's interest.
Teacher: Do you like playing with water, children? The teacher will play with you today, ok?
Show the paper cups with straws and let the children guess.
Teacher: Look, what's this? (The child shows the courseware after answering) This is a paper cup with a straw. The straw is curved, with one end high and one end low, and a glass of water. The teacher poured the glass of water in. Do you think water will come out of the straw?
Second, children's first operation: guess.
Teacher: Here are two identical cups with straws. I want to ask a child to operate with a teacher. Let's pour a glass of water in and see if the water will come out of the straw.
The teacher asked one to operate, while the other children watched carefully.
Teacher: Hey, why did my water come out of the straw, but the children's water didn't? (Children guess how much water they pumped. )
Teacher: It turns out that water needs a little more to flow out of the straw. So how much water do you need to add to get out of the straw?
Provide the child with a large basin of water and pour it yourself. Children operate by themselves.
Teacher: Did you succeed? Where is the water? Did you come out?
Summary: It turns out that in order to let the water flow out of the straw, we only need to add water to the top of the straw and let the straw completely soak in the water. Why is this? Children are free to guess. )
The teacher concluded: At first, the straw was filled with air. After we add water, the water will slowly squeeze the air out of the straw. When we add water to the straw, the force of water squeezing in will increase, and the water in the straw will flow out over the curved part. This is a siphon phenomenon.
Third, experience transfer: change water for small goldfish.
Teacher: Now we will use this siphon principle to change water for our little goldfish. Little goldfish is a little unhappy. It says its living environment is a little uncomfortable because the water is not clean. It wants to ask the children to change it into clean water. The teacher brought you a tube with a small nozzle on it. Let's think about it. What should we do to make water flow out of the pipe?
Teacher: A person inserts a straw into the water and fixes it with his hand. Another person holds the nozzle with both hands, presses it continuously with two thumbs, and carefully observes the water in the pipe. When someone spouts from the nozzle, the child who presses the nozzle will put the pipe down, lower than the fish tank, and then pull out the nozzle. Children who fix straws must be fixed firmly, so that straws cannot escape from the water.
Teacher: Please find your partner and change the water for the little goldfish. (Children cooperate and teachers guide and help. )
Teacher: Did you change the water for the little goldfish? When changing water, all the air in the pipe must be exhausted, and then the end of the pipe exposed to the water must be lower than the pipe in the fish tank, so that the water will flow out along the pipe.
Fourth, sum up and expand experience.
Teacher: Actually, the siphon principle is widely used in our life.
Look at the pictures of the courseware and introduce them.
Where can we find the siphon principle in our life?
Activity reflection:
In the healthy activity of "carrying water", children have always maintained a strong interest, and no child is free from the activity. I think this has a lot to do with the creation of my game situation, the choice of game materials and equipment. The most important thing is that children at such a young age have completed the "water transport" and can still pay attention to the "water transport" of other children. In a relaxed environment, children build new experiences through active interaction with rich materials. At the same time, it also makes me know more about the ability of small class children, and I believe they can do better.
;