Small Class Teaching Plan "Interesting Footprints" 1 Activity Purpose:
1, let children know that different parts of the foot can step on different footprints.
2. Let children practice walking on different footprints, and initially develop the coordination and flexibility of movements.
Activity preparation:
1. Material preparation: a music tape, a path with the same footprint, 4-5 clay tablets, paths with different footprints, two arched doors and two shoe racks.
2. Site preparation:
Activity flow:
1, review the foot structure
Look, what do we have?
Review the forefoot and heel.
"Today we are going to play games with our little feet."
2. Warm-up activities: In the activity room, teachers and children do full-body exercises with music barefoot, with the focus on guiding children to walk, run and jump with heels, toes and feet.
3. Let children experience that different parts of their feet can step on different footprints.
"Now, the teacher will take you on a very special path. There are many small footprints on this path. You can think of various ways to go this way. "
Teachers and children walk on the same road and have the same footprints.
Q: How did you cross this road?
Let the children say and demonstrate.
L Guide children to use their imagination and step on the "clay board".
Question: What different footprints will your little feet tread?
Ask individual children to talk and step on the "clay board".
Summary: Different parts of the foot can tread different footprints.
4. Guide children to take the road composed of different footprints, and initially develop the coordination and flexibility of movements.
"We just took this special road. Next, the teacher will take you to a different road and see what you find. " Guide the children to observe the footprints on the path.
Ask questions:
When you first walked along this road, did you find any difference in the footprints on this road?
Summary: When children take footprints, they should see clearly which part of the footprints they are stepping on and which side their toes should face, so that they can walk accurately.
Then let's go this way again. Remember, follow the footprints and don't foul. This time, the teacher will let the children think about how to walk faster.
Children practice again.
How did you leave just now?
Then how can I walk faster?
Then let's try it with our friends and see if we can walk fast or jump fast, shall we?
The children were tired just now. Let's relax together!
With the music, teachers and children do relaxation activities together.
Small Class Teaching Plan "Interesting Footprints" 2 Activity Objectives:
1, let children know that different parts of the foot can step on different footprints.
2. Let children practice walking on different footprints, and initially develop the coordination and flexibility of movements.
3. Cultivate children's keen observation ability.
4. Willing to try boldly and share experiences with peers.
5. Explore and experiment to stimulate children to explore actively.
Activity preparation:
Material preparation: a music tape, a path with the same footprint, 4-5 clay tablets, paths with different footprints, two arched doors and two shoe racks.
2. Site preparation:
Activity flow:
1, review the structure of the foot. Look, what do we have?
Review the forefoot and heel.
"Today we are going to play games with our little feet."
2. Warm-up activities: In the activity room, teachers and children do full-body exercises with music barefoot, with the focus on guiding children to walk, run and jump with heels, toes and feet.
3. Let children experience that different parts of their feet can step on different footprints.
"Now, the teacher will take you on a very special path. There are many small footprints on this path. You can think of various ways to go this way. "
Teachers and children walk on the same road, leaving the same footprints.
Q: How did you cross this road?
Let the children say and demonstrate. Guide children to use their imagination and step on the "clay board".
Question: What different footprints will your little feet tread?
Ask individual children to talk and step on the "clay board".
Summary: Different parts of the foot can tread different footprints.
4. Guide children to take the road composed of different footprints, and initially develop the coordination and flexibility of movements.
"We just took this special road. Next, the teacher will take you to a different road and see what you find. " Guide the children to observe the footprints on the path.
Question: When you first walked this path, did you find any difference in the footprints on this path?
That footprint is different. How did the children walk just now? (Follow the footsteps)
Summary: When children take footprints, they should see clearly which part of the footprints they are stepping on and which side their toes should face, so that they can walk accurately.
Then let's go this way again. Remember, follow the footprints and don't foul. This time, the teacher will let the children think about how to walk faster.
Children practice again.
How did you leave just now?
Then how can I walk faster?
Then let's try it with our friends and see if we can walk fast or jump fast, shall we?
The children were tired just now. Let's relax together!
With the music, teachers and children do relaxation activities together.
Activity reflection:
Whether it is teaching activities or sports activities, children should be involved as much as possible and let them understand through their own specific feelings. In addition, when organizing classes, not only my children and I have to cooperate well, but also the class teacher. Organized activities will be smoother and richer in this way.
Small Class Teaching Plan "Interesting Footprints" 3 I. Design Intention
The scientific field in the Guide to Learning and Development for Children Aged 3-6 points out that children should know the things and phenomena around them, know the common animals and plants, and notice and find that the animals and plants around them are diverse.
Children naturally like small animals, but they don't know much about local characteristics, so this activity is designed according to the age characteristics of small class children, so that children can understand the footprint characteristics of common small animals, become interested in exploring animal footprints, and have a love for small animals.
Second, the activity objectives
1. Know the footprints of four small animals.
2. Observe and compare the footprints of chickens and ducklings.
3. Take care of small animals.
Third, the focus of the activity
Know the characteristics of the footprints of chickens, ducklings, kittens and piglets.
Fourth, the difficulty of activities.
Distinguish the footprints of chickens from those of ducklings.
Verb (abbreviation of verb) activity preparation
PPT, small animal audio
Activity process of intransitive verbs
(a) the beginning part
Teacher: Children, mother hen is in a hurry. She wants to ask the children for help. Let's listen together.
Play mother hen's audio: my baby chicken is missing. Look, there are footprints in the snow. It must have got lost in the forest. Will you help me find it?
(2) Basic part
1. Know the footprints of chickens
Teacher: Children, you can find the chicken by finding its footprints. Let's see what its footprints look like.
Teacher: The chicken's footprints are thin and sharp, and the toes are separated. The footprints of chickens are like bamboo leaves.
Step 2 know the kitten's footprints
Teacher: Hey, are there any footprints here? Whose are they? Is this chicken's? If the chicken is here, let's shout. "Chicken, chicken, come out!"
Play kitten audio: meow ~ meow ~ I'm not a chicken, I'm a kitten, with thick meat pads on my feet and footprints like blooming plum blossoms, which are very beautiful. There are some footprints of small animals in front. Go and see if there are any chickens.
Summary: the kitten's feet have thick meat pads, and the footprints are like plum blossoms.
3. Know the footprints of pigs
Teacher: There are footprints here again. If the chicken is here, let's shout. "Chicken, chicken, come out!"
Play piggy audio: "Heh ~ Heh. Who disturbed my nap? I am a pig. This is the footprint left by my running just now. My footprints have two petals, like open scissors. There are some footprints by the river that look like chicken footprints. Go and have a look. "
Summary: Piggy's footprints have two petals, like open scissors.
4. Know the footprints of ducklings
Teacher: Look, children, there are really footprints by the river. Let's call the chicken out together. "Chicken, chicken, come out!"
Play the duckling audio: honk, honk, honk, I am a good swimmer-duckling, and the footprints by the river are mine. My footprints are different from those of a chicken. My toes are connected together, like maple leaves in autumn. Find it somewhere else! "
Summary: Ducklings' toes are connected together, like maple leaves.
4. Find the chicken and release the task
Teacher: Look, children, are these chicken footprints? "Chicken, chicken, come out!" ""son, it's a good thing you came to me, otherwise I would have spent the night in the cold snow. Thank you! "
Audio hen: You are great, children. Thank you for helping me find my baby chick. I heard that you found the footprints of other small animals on your way to find my chick. Please associate the small animal with his footprints.
(3) Conclusion.
The teacher summed up today's learning content. Keep in touch with children and repeat: the footprints of chickens are like bamboo leaves, ducklings are like maple leaves, kittens are like plum blossoms, and piglets are like scissors.
Seven. Expansion of activities
Teacher: Whose footprints are these? (Showing pictures of elephant and puppy footprints) These picture books are interesting and may contain answers.
Micro-reflection:
The activity was introduced with vivid and interesting situations, and the anthropomorphic audio attracted the children's attention and stimulated their interest in the activity. In the process of helping the hen find the chicken, he learned the footprints of three other small animals in turn. Understand the differences and characteristics of four kinds of small animal footprints, and correspond with things in life one by one. Summarize what small animal footprints look like in short language, which not only develops children's observation ability, but also enables them to know the differences of things. This is in line with the requirements of the scientific field in the Guide to Learning and Development for Children Aged 3-6: let children like to get in touch with nature, be interested in things and phenomena around them, have preliminary exploration ability and can explore with multiple senses. In the activity design, the anthropomorphic image of hen is used to publish two tasks, so that children can learn and identify the footprints of four animals in the process of completing the tasks, which meets the requirements of the social field in the Guide to Learning and Development for Children Aged 3-6: they like to undertake some small tasks. Generally speaking, this activity is ingenious, smooth and well organized. Choose four kinds of small animal footprints that are common in children's life as an opportunity to make children interested in animal footprints. In the future education and teaching activities, we should adhere to the educational concept of taking children as the main body, proceed from children's interests, adopt multimedia means, choose anthropomorphic animals or images that children like, and carry out education and teaching activities intuitively and concretely in a situational and gamification way.