Large class health field activity plan 1
Activity objectives:
1. Perceive and discover the moving parts of the body, and stimulate the interest in exploring the body.
2. Know some correct ways to protect your body.
Activity preparation:
Material preparation: children's operation sheet, fountain pen and courseware.
Experience preparation: children have a certain understanding of movable joints.
Activity flow:
First, introduce the game "Woodenhead" to stimulate children's interest in activities.
Teacher: Let's play the game of "wooden head". "We are all Woodenhead, picked up a gun and hit the enemy. First, don't move, second, don't laugh, and third, don't show your front teeth! " A wooden head can move!
Question: What's the difference between a wooden head and a human? What's it like to be a wooden head?
Summary: When Woodenhead can't move, it's not comfortable at all. Might as well be a man. You can move freely. Qiao Hu invited us to dance with him. Come on, let's move.
Second, find and explore the moving parts of the body.
1. Dance with happiness.
Teacher: When you dance, where does your body move?
2. Show the operation sheet and introduce the operation requirements.
Teacher: Actually, we still have a lot of exercise parts on our bodies. Next, let's move, have a look, have a look. When we find the moving parts, we will draw a mark in the corresponding position of the picture doll (show the picture demonstration).
3. Children communicate with each other and show each other the marked parts.
Teacher: Show the marked parts you found to the children nearby.
4. Watch the courseware and find out the active parts of the body collectively.
Teacher: You find out which parts of your body are moving. Who wants to look at your picture doll and say something?
Third, give it a try and feel the inconvenience caused by physical injury.
1, Teacher: It turns out that there are so many moving parts on the body, which is really interesting! Hey, why is there crying? Let me look for it. Here, (showing pictures) What happened to these two children? (crying, hurt, very sad) What's the inconvenience of a broken leg?
2. Let children feel the inconvenience caused by physical injury.
Teacher: If one of our legs is broken and we can't move, is it convenient to take a walk? Alas, one hand is dislocated. Can you undress with one hand? The child tries to operate and feels the inconvenience caused by physical injury.
Fourth, talk about how to protect your body.
Teacher: If a certain part of a person can't move, it will cause a lot of inconvenience. We should take good care of every part of our bodies. Which of these children did the right thing? Who did something wrong? Why?
Conclusion: Don't do dangerous actions, strengthen physical exercise, and pay attention to putting on and taking off clothes in time.
Fifth, the teacher concluded that the activity was over.
Teacher: The children are great. They know so many ways to protect themselves! Let's hurry back and tell other friends!
Program 2 of activities in the field of health in large classes
The main movements that can be practiced are: walking with all feet on the ground, walking with front feet, walking with heels, crossing, walking with legs lifted, kicking back, walking with springs, walking lightly, striding, walking with feet propped up, walking with eyes closed, leaning forward (leaning back), crouching, walking backwards, walking sideways and walking in different directions.
Walking games, such as:
Listen to my command; I want to grow up slowly; See who it likes; Write a word you know; Step down and grab the stick; Everyone helps together; Cross the river on stones; Walking on stilts; Can't fall; Look with your eyes closed; Dancing on the rope; The movement on the chair; Piglet, don't run; Three dozen "white"; Two people walk on three feet; Friends are always together.
Teaching content requirements of all ages:
Small class: walking and crossing low obstacles (such as ropes and building blocks);
One by one;
Listen to the signal, walk in the specified direction, etc.
Small category: scattered within the prescribed scope;
Imitate the walking posture of various animals or characters; Short trips, etc.
Middle shift: listen to the signal and walk rhythmically;
Walking on tiptoe, squatting; Walking with high arms;
Walking between things or on the balance board;
Backward, upward and downward, etc.
Big class: walk neatly one by one; Listen to the signal to change speed or change direction;
Travel long distances, etc.
Programme of activities in the field of health in large classes 3
Activity objectives:
1, understand the shelf life of food and its function, know that food should be used within the shelf life, and stimulate children's awareness of food hygiene;
2. Be able to clearly express your exploration and discovery;
Activity preparation: all kinds of waste materials in the classroom.
Activity flow: introduction of heart-to-heart-to-heart-observation and perception-contact 3, 15
Activity flow:
1, dialogue guidance: The teacher is a little sick today and has a stomachache. Do you know what is going on? (children guess)
Actually, I ate something bad. Hey, yesterday the teacher went out to play with his good friends and bought some milk to drink. Who knows that the milk has expired and the teacher's stomach still hurts? Eating expired food will make you uncomfortable and sick.
How does the teacher know that the milk he has eaten has expired? The time on the box is called the shelf life of food.
2. Observe and perceive which foods have shelf life? Look at what has a shelf life in our classroom. Where did you find the expiration date? Teacher and student summary: Generally speaking, where is the shelf life of drinks? (on the bottle mouth)
Where is the shelf life of box packaging? Where is the shelf life of pocket food? (by the pocket)
It turns out that their positions are different. Teacher: Is the shelf life the same? Let me know when you go home to see it.
3. Contact 3 15. What did the teacher do after eating expired food yesterday? I went to the Consumers Association to complain, because yesterday was 15 March 3, that is, 15 Consumer Protection Day. You can get justice for yourself if you buy something of poor quality or expired food.
Programme of activities in the field of health in large classes 4
Activity objectives:
1, understand that bones are the scaffold of the human body and are very important to the body.
2. Know that a balanced diet and correct sitting posture, standing posture and exercise can make bones grow healthier.
3, help children understand the body structure, which is helpful for future growth.
4. Have a preliminary understanding of health tips.
5, preliminary understanding of disease prevention methods.
Activity preparation:
1, children's books and workbooks.
2. Small pictures of all kinds of food, operation orders with plates, and a glue stick for children.
3. There are 1 Mr. Zhang's own wrong pictures of doing and standing.
Activity flow:
First, guide children to touch their bodies and stimulate their interest in learning.
Teacher: Let's touch our arms together. What do we touch? (Hard bones) Touch other places. Where else have you touched the bones?
The teacher concluded: every part of our body has bones, and the bones feel hard. Bones can also be called bones. We all have large and small bones, which support our bodies like scaffolding.
Second, let children know the importance of bones and attract their attention. Then guide children to discuss ways to make bones strong.
1. Teachers guide children to perceive the importance of bones through experiments.
Teacher: Let's have a look at this shelf. There is a small ball on it. Our shelf is equal to our bones, and this ball is equal to our skin and muscles. What will happen if this ball is taken off? It can be seen how important bones are to our bodies! Without bones, we can't stand up and do anything! So we should take good care of our bones and make them grow better.
Third, discuss how to make our bones better.
Teacher: Do you know how to make bones grow better? (Encourage children to discuss freely)
1, understand the balance of nutrition, bones will grow better.
Teacher: We are in good health. What food must we eat? Is food good for bones?
The teacher concluded that rice, eggs, milk, vegetables, soybean milk, meat, fish and shrimp are good for our bones and can make us grow taller and stronger. Therefore, you should eat every kind of food, and you should not be picky about food, otherwise you will not grow tall.
2. Understand that keeping the correct sitting and standing posture will make the bones grow better.
Teacher: What are the differences in children's actions in the book? Which child should we learn from?
The teacher concluded that correct sitting and standing posture can make bones grow healthily.
3, know to strengthen exercise, bones will grow better.
Teacher: Is there any other way to make our bones grow better? What are the sports that are suitable for us to keep doing every day?
The teacher concluded: Exercise regularly, so that the bones will be solid and will not be easily broken.
Fourth, end the activity.
Programme of activities in the field of health in large classes 5
Activity objectives:
1. Have a preliminary understanding of some movable joints of the body; Know the importance of protecting joints and establish a preliminary awareness of protection.
2. Actively participate in activities and experience the fun brought by your own exploration activities.
Activity preparation:
Music "Get Healthy and Happy", dance video "Beautiful Sunset", sports photos.
Activity flow:
Appreciate the introduction first, and initially know that the body has joints.
Teacher: Children, the teacher brought us a wonderful dance today. do you want to see it ? Let's have a look!
(Teachers and children enjoy the beautiful sunset together)
Teacher: The teacher found the children laughing happily while watching the dance. Tell the teacher, what are you laughing at? (Children individually answer) Oh, it turns out that the dancing movements of these old ladies are very interesting (fun). Why not do it (child imitation)? Is this action fun for children? Let's study together. (Imitating dance movements alone)
Teacher: The children are learning well! When the grandmothers danced, they did a lot of stretching movements. Their hands will stretch and shrink, their heads will stretch and shrink, and their feet will stretch and shrink (talking and doing things). Why can these parts of the body bend (bend) like this?
Teacher: Do you know? There are many joints hidden in our bodies. It is precisely because of these joints that our bodies can stretch, bend, twist and make various movements flexibly! Teacher: Oh! It turns out that there are many joints hidden in our bodies. It is precisely because of these joints that our bodies can stretch, bend, twist and make various movements flexibly.
Second, explore independently, find the joints that move in the body and mark them.
1. Children can move and mark their joints freely.
Let the children listen to music, let your body move with the music, and find out where there are joints in your body. When you find it, label it (labeling requirements: people should be scattered during the activity and waste paper should be put in the basket)
(Play music, children can move freely)
Teacher: Did you find the joints, children? (looking for joints with each other)
2. Individual children show it and let the marked joints move.
Teacher: The teacher saw many marks on the child and found many joints. Who wants to come to the front Show everyone the joints you have found and make your joints move. Besides, what else can you do? Let's study and move our joints. )
The teacher concluded: The children are really good. They found many joints on their bodies. With their help, we can do all kinds of sports.
Third, discuss how to protect joints.
1. The importance of game experience joints.
Come on, let's have a rest and play a game of wood, shall we?
Just now, we stayed together. Can a wooden head move? Yes, Woodenhead has no joints, so their bodies can't bend and do all kinds of movements. What will happen if, one day, the joints in our bodies are injured? Feet and waist (guide children to imagine the answer and let them experience what happens when each joint can't move)
The teacher concluded: It turns out that the joints in our bodies are injured, which will bring a lot of inconvenience to our lives. So we children must protect our joints.
2. Watch the activity photos and discuss how to protect the joints.
The teacher brought some photos. Let's see how they protect their joints during exercise.
Everyone has seen how they protect their joints during exercise. What other methods do we children know to protect joints? (Children speak freely)
Fourth, the end of the activity
Teacher: The children did a great job today. Not only do I find that my body has many joints, but I also know how to protect them. Exercise can make our joints flexible and our bodies healthier. Children, let's move happily with the music!
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