Interpretation of the objectives of the large class of sound science 1 teaching plan activities
1. We know that there are all kinds of voices, and different voices can tell us different things.
2, a preliminary understanding of things vibration produces sound.
3. Cultivate attention and the ability to recognize sounds.
Activities to be prepared
1, courseware-sound
2, small bells, drums, wooden fish and other toys.
Activity process
Listen to the sound first, introduce the topic and stimulate the children's interest.
Courseware: sound
1. Please close your eyes and listen to what is this noise?
(1) laughter
(2) Crying
(3) Snoring
Please open your eyes.
2. What sound did you hear just now?
Let the children talk about the sounds they hear and stimulate their interest in listening.
3. Do you want to hear other voices?
Please close your eyes again.
(1) The sound of eating
(2) sneezing
(3) the second hand of the clock
Answer the teacher. What sound did you hear? (Children speak freely)
Second, know the voice.
1, do you know how the sound is generated?
(Let the children speak according to their own understanding)
(1) Sound is produced by the vibration of objects.
Experiment: Drumming
Let children know about the vibration of objects through experiments.
Let the children put their little hands on the drum, and the teacher taps the drumstick a few times, so that the children can keep vibrating while listening, make hand models, and see and perceive the sound of objects.
(2) What does the child listen to? How do ears hear sounds?
The ear has the function of distinguishing vibration, which can convert the sound emitted by vibration into nerve signals and then transmit them to the brain.
(3) Do you know what role ears can play besides listening to sounds?
Tell young children that our ears can also help us keep balance.
Ears are very important, so be sure to protect them!
Third, children operate and perceive the sound generated by vibration.
1, please play with the little bells, drums and wooden fish on the table.
Remind children to observe while tapping, and pay attention to the fact that different objects can make different sounds, so that children can feel that objects are constantly vibrating when making sounds.
Summary: The vibration of an object produces sound. We listen to sounds with our ears.
2. Discuss what sounds good.
(1) Play music
(2) Playing noise
Let children perceive music and noise, and guide children to talk about all kinds of sounds, good sounds and bad sounds with daily life experience.
Fourth, the game: listen
1, the children are in pairs, one of them makes different sounds, the other one closes his eyes and listens, telling what he hears and knows.
2. Let children know that different voices can tell us different things through games.
Knock at the door, someone comes, someone snores, someone sleeps and so on.
Understand the activity goal of teaching plan 2 for large class of sound science;
1, distinguish several different sounds, and know that different objects can make different sounds.
2, a preliminary understanding of the same object, because the number is different, the sound is also different.
3. Try to accompany the music with drums with different sounds at first.
4. Cultivate children's interest in operation.
5. Stimulate children's willingness to explore the fun of scientific experiments.
Activity preparation:
1, a set of bucket dolls, broad beans, rice, mung beans and so on.
2. Music of "Little Hands Crawling" and several transparent bottles.
Activity flow:
First, guide the child to make the sound of a bucket.
Show me the empty bucket. "The bucket doll wants to play games with our children today."
The teacher shook the empty bucket. "Listen, why is there no sound?"
1, the teacher asked:
What can you do to make an empty bucket make a sound? (Put things in the bucket)
"Let's work together to make the bucket doll make a nice sound. Put something in your bucket, cover it, hold it tightly, shake it and listen. "
Children explore and operate.
2. Collective exploration:
"Your set of bucket dolls will make a sound? Let me listen. " (Children shake buckets collectively. )
"Why does your bucket make a noise?"
3. Share: What did you put in the bucket? (personal answer)
What kind of sound does it make? Let's study. (collective)
What does this sound like?
Second, explore and compare, and know that different objects make different sounds in the bucket.
1, group activities:
Let the children try to change something and put it in the bucket, shake it and listen.
"The children put one thing in the bucket. Do you want to change another thing and put it in the bucket? Listen to the sound just now. Is it the same as now? "
"Children take your empty bucket, find a group of things you haven't played and put them in your bucket. Shake it and listen. "
2. The teacher guides the children to distinguish different voices.
Let the children compare the differences between the front and back sounds.
"What did you play for the first time? What did you play this time? Do they make the same sound? "
The teacher asked the two children to compare, "Do you make the same sound in the bucket?"
3. Discuss in groups and ask three children to demonstrate.
"Listen, children, do they make the same noise in the bucket?"
"Please guess what's in the children's bucket?"
Let the children guess, "Are you right?"
The teacher helps individual children to pour things into transparent bottles, so that children can verify whether their guesses are correct.
The conclusion is that different things make different sounds in the bucket.
Third, observe and compare the same object making different sounds in the barrel.
The teacher demonstrates two groups of barrels with the same object but different numbers, so that the children can compare them.
"You can hear the sound and guess the sound. You are really capable. "
"I have two dolls with buckets here. Listen, do they make the same sound? "
"Guess what's in this bucket?" (After the child guesses, open it for the child to verify) twice.
"Why does the same thing make different sounds in the bucket?" (One more, one less)
Draw a conclusion: the same thing, one more, one less, they make different sounds in the bucket.
Fourth, the group will use a group of loud drums to accompany the music.
"The children's bucket dolls make such a nice sound. Let's accompany the music" Little Hands Climb "." (Group accompaniment twice)
Fifth, end the activity.
Understand the activity goal of teaching plan 3 for large class of sound science;
1. Through exploration, different containers and different materials will make different sounds.
2. Stimulate the interest in exploring sound and experience the fun of operation.
3. Cultivate children's curiosity about things and be willing to explore and experiment boldly.
4. Willing to try boldly and share experiences with peers.
5. Stimulate children's interest in scientific activities.
Activity preparation:
There are several Wangzai milk cans, which contain coins, paper balls, soybeans and sand, various containers (glass bottles, chewing gum cans, milk tea cups, eight-treasure porridge bottles) and soybeans.
Activity flow:
First, feel the sounds made by different materials in the same container.
1. Let the children play and shake the jar on the table. Listen and say what you find. Why?
2. Guide the children to guess what is in the jar.
(1) Children are free to discuss.
(2) The child opens the jar and seals it.
3, summary: the same bottle and jar, with different things, make different sounds.
Second, explore and compare the sounds made by different containers and the same material.
1, display various containers and guide children to explore freely.
2. Companions can communicate freely.
3. Collective perception and discussion
4. Summary: Different bottles and cans contain the same thing and make different sounds.
Third, observe and compare the sounds made by the same container, the same material and different quantities.
1, teacher demonstration, children comparison
Children try to explore, compare and communicate freely.
3. Summary: The same bottle and jar contain the same thing, with different quantities and different sounds.
Fourth, use homemade tinkling jars to accompany the songs.
Understand the activity intention of teaching plan 4 of sound science class
Children in kindergartens, especially those in early childhood, are particularly curious and interested in sound. Children in large classes are the best opportunity to fully understand and understand all kinds of sounds, which can increase their knowledge and stimulate their love for beautiful sounds.
moving target
1, understand and know that there are all kinds of sounds, and different things can be understood through different sounds.
2. Understand and understand that the source of sound is the vibration of some objects.
3. Cultivate attention and the ability to recognize sounds.
Activities to be prepared
1, courseware: there are recordings of various sounds.
2. Toys that can make sounds: small bells, drums, wooden fish and other toys.
Activity process
Listen to the sound first, introduce the topic and stimulate the children's interest.
Courseware: sound
1. Please close your eyes and listen to what is this noise?
(1) laughter
(2) Crying
(3) Snoring
Please open your eyes.
2. What sound did you hear just now? Let the children talk about the sounds they hear and stimulate their interest in listening.
3. Do you want to hear other voices? Please close your eyes again.
(1) The sound of eating
(2) sneezing
(3) the second hand of the clock
Answer the teacher. What sound did you hear? (Children speak freely)
Second, know the voice.
1, do you know how the sound is generated? (Let the children speak according to their own understanding)
(1) Sound is produced by the vibration of objects.
Experiment: Drumming
Let children know about the vibration of objects through experiments.
Let the children put their little hands on the drum, and the teacher taps the drumstick a few times, so that the children can keep vibrating while listening, make hand models, and see and perceive the sound of objects.
(2) What does the child listen to? How do ears hear sounds?
The ear has the function of distinguishing vibration, which can convert the sound emitted by vibration into nerve signals and then transmit them to the brain.
(3) Do you know what role ears can play besides listening to sounds?
Tell young children that our ears can also help us keep balance.
Ears are very important, so be sure to protect them!
Third, children operate and perceive the sound generated by vibration.
1. Let the children play with these little bells, drums, wooden fish and other toys on the table.
Remind children to observe while tapping, and pay attention to the fact that different objects can make different sounds, so that children can feel that objects are constantly vibrating when making sounds.
Summary: The vibration of an object produces sound. We listen to sounds with our ears.
2. Discuss what sounds good.
(1) Play music
(2) Playing noise
Let children perceive music and noise, and guide children to talk about all kinds of sounds, good sounds and bad sounds with daily life experience.
Fourth, the game link: listen.
1, the children are in pairs, one of them makes different sounds, the other one closes his eyes and listens, telling what he hears and knows.
2. Let children know that different voices can tell us different things through games.
Knock at the door, someone comes, someone snores, someone sleeps and so on.
Understand the purpose of activity 5 of teaching plan in large class of sound science;
1, guide children to observe, perceive and distinguish freely in activities, so as to experience the generation of sound and understand the shallow knowledge of sound intensity, length and height;
2. Cultivate children's active, active and creative participation in operation activities, so that they have a strong interest in various vocal phenomena;
3. Develop children's thinking, oral expression and sense of rhythm;
4. Educate children to be polite and disciplined by discovering the relationship between voice and people.
Activity preparation:
1, all kinds of small musical instruments, glass bottles, bottle caps, cans, small plastic buckets, iron bars, small sand stones, etc. ;
2. Let children observe all kinds of interesting sounds at home and outside to understand how some sounds are produced.
Activity flow:
1, experience sound:
(1) Let's dance happily together;
"Please think about it, how did the sounds of snapping, stepping, peeing and peeing come from the happy dance just now?" You can make a sound when you clap your hands. When you step on the ground with your feet, you will make a sound. When you play your tongue hard in your mouth, you will make a sound. When you pick up your mouth and blow it out of it, it will make a sound.
(2) Please ask all children to find ways to make sounds indoors with musical instruments or bodies, and guide them to beat doors and windows with their hands, beat and throw glass bottles with iron bars, beat chairs hard, shake the stones in the jar, drop the bottles to the ground, slap their faces with their palms, and rub paper hard. Besides your own voice, what other voices have you heard? How do they make sounds? Guide children: when eating, hear the sound of spoons touching bowls, the sound of taps dripping into buckets, the sound of taking a bath, the sound of ringing the doorbell with your hands, the sound of turning on the TV switch, and the sound of opening and closing the door at home. Is there a sound when you don't touch things with your hands or anything else? Please try. Guide the child: two hands don't clap together, there is no sound. There is no sound when the feet don't touch the ground, and there is no sound when you strike the table with your hands.
(3) Summary: Yes, just now the children said that no matter what it is, it can only make a sound when it moves, and it will not make a sound when it does not move. At the same time, teach children to be a good boy who loves thinking and thinking.
2. Perceive and distinguish the sound, and initially know that the sound is divided into strong and weak.
(1) What sounds have you heard?
Children: cars, birds, puppies, songs, laughter, running water, drinking water, dad snoring and so on.
(2) Inspire children to master the strength, height and length of sound through comparison. Think about it. Compared with who, their voices are strong (loud and powerful), weak (low), long, short, high and low? Who is right? If the imitation is good and similar, we will learn from him or her.
Children: "The tiger crows loudly, but the kitten crows weakly", "The thunder is loud, but the lightning is weak", "The rooster crows loudly, but the hen crows softly", "The lamb crows loudly, but the frog crows short", "The bell rings, but the bell is low", "The train crows long, but the car crows short" and so on.
(3) Make use of the relationship between voice and people to educate children on manners, and at the same time summarize interesting voices. "The voice is wonderful. If you are a good boy, the different sounds you make in your daily life must be very nice. If you are a disobedient child, the sound you make in your daily life must be ugly and even affect others. " Ask children to speak freely and do what they usually do, so that all kinds of voices sound good and get praise from teachers and parents. What sounds should I not make when I live and study in kindergarten? Let the children discuss freely and be guided by the teacher. "After discussion, the children all know what sounds good and what sounds bad? I hope that children, whether playing or studying, should be careful not to make unpleasant sounds to influence others, be polite and good children, and let teachers and everyone like him or her.
3. Review the percussion "Spanish Matador".
(1) The children in the class are free to choose the instrument ensemble;
(2) Children are required to keep the rhythm of percussion instruments steady, pay attention to the strong and weak parts of the music, and strike various instruments in the right way to make them make beautiful sounds;
4. End the activity with a rhythmic cry.
Understand the teaching plan of large class of sound science 6 i. Activity objectives
1, through experiments, let children know that objects vibrate to produce sounds, understand the characteristics of sounds, and arouse interest.
2. Know that noise affects people's health and form the habit of not talking loudly.
3. Rich vocabulary: vibration and noise.
Second, the activity preparation
1, drum, drumstick, a frog wrapped in paper.
2. Various operating musical instruments: 6 copies of tambourine, candy paper, plucked string, Jason Chung, water cup and castanet.
3. 1 clocks, tape recorders and tapes.
Third, the activity process
(a) Perception of sound generation
1, show frogs and drums, and let children feel the vibration of sound.
(1) Show frog drum.
Teacher: What's this? (frog)
Who can make frogs dance on drums? (Tapping the surface of the drum)
(2) Children discuss why frogs jump.
Teacher: Ask two children to touch it. What has happened to the drum surface? (vibration)
(3) Know that vibration can produce sound.
What else do you hear when the drum surface vibrates? (sound)
What about now? When the vibration stops, so does the sound. (Fuzi: vibration)
2. The child introduces himself, touches his neck and throat with his hands, and experiences that the vocal cords are also vibrating when he speaks.
Teacher: Drum vibration can make sound. How do people make sounds? Let's touch our throats.
What about our throats when we don't make a sound?
Now please introduce yourself. What difference did you find?
3, through the operation, let children perceive the sound generation (divided into 6 groups)
(1) I have a lot of things here. Can you make them make a sound? Let's have a try! (6 groups of 6 colors)
(2) Answer in the form of a group
Teacher: You all tried just now. Now, send a representative from each group and say, How do you make these things make a sound?
(B) the characteristics of perceived sound
1, let children know that sound is transmitted through the air.
(1) Please 1- Two children come up and play musical instruments (castanets and bells).
Teacher: Now, I want to play a game with the children. Ask a child to come up and do this action. Please guess what he is doing.
How did you know?
Through what did the sound of castanets and bells reach your ears? (air)
2. Perceive the size of the sound
(1) The teacher plays drums. Do you hear the drums?
(2) The teacher took out a clock for the children to listen to (not for the children to see).
Teacher: What sound do you hear now? (Yes: What kind of sound do you hear)
Hold the clock so that every child can listen.
(3) Teachers:
Sound travels through the air. Without air, we can't hear the sound from other places, which is very loud and travels far. The sound is small and the spread is close.
(3) Know that noise is harmful to human body and teach children to protect their voices.
1, please tell your child what other sounds you have heard in your life? What sounds do you like to listen to?
Step 2 play the recording
Teacher: Do you like the sound in the recording? Why? What makes people uncomfortable is the noise.
3、:
In life, some sounds are beautiful and pleasant to hear, which makes people feel comfortable, while noise will endanger people's health. In normal times, we should not speak loudly, so we should protect our voices.
(4) the preservation of sound
Teacher: Spring is a beautiful season. Let's celebrate together!
Now let the children find their own things and make a wonderful sound for the spring music!
1, the child hummed with the teacher.
Let's record these wonderful sounds with a tape recorder! (Lecturer)
Fourth, the end of the activity
1、
2、
Understand the teaching plan of large class of sound science 7 I. Activity objectives:
1, emotional goal: sprout curiosity and thirst for knowledge about sound and love scientific activities.
2. Skill goal: Under the guidance of the teacher, you can concentrate on listening and debating through games and learn to protect your ears.
3. Cognitive goal: have a preliminary perception of different sounds, make clear the different sounds produced by different objects, and initially understand the principle of vibration sound and the receiver of the ear.
Second, the activity preparation:
1, material preparation: audio of music; Musical instruments such as sand hammer, Jason Chung, snare drum and wooden fish; Audio of various musical instruments.
2, experience preparation: children have been exposed to various voices in life.
Third, the activity process:
(A) audio import
1. Play audio, including the sound of sand hammer and drum.
2. Teacher-child interaction
Teacher: Please close your eyes and listen. What's that noise?
Teenager: the sound of sand hammer, drums and bells. ...
(B) interactive inquiry, understanding the voice
1, ask questions to explore the principle of vocalization
Teacher: What other sounds have you heard?
Young: singing, playing drums and playing the piano. ...
Teacher: Do you know how sound is produced?
Yang: Blow, knock and hit. ...
2. Experimental demonstration verified the principle of sound production.
(1) Experiment: Drumming.
(1) The teacher drums and chooses individual children to put their hands on it.
② Teacher-child interaction:
Teacher: What sound does the teacher hear when he plays the drum?
Yang: Knock, knock.
Teacher: How do you feel with your hands on it?
Young: numb.
(3) The teacher summarized and put forward the principle that beating drums makes them vibrate, thus making sounds.
3. Know the receiver of sound-ears
1, teacher-child interaction knows that the ear receives sound.
Teacher: What do we use to listen to the sound?
Yang: Ears.
2. Compare the volume and perceive the ear's feelings for different sounds.
(1) The teachers beat the drums gently and beat them with different kinds of drums.
(2) Teacher-child interaction:
Teacher: What's the difference between these two voices?
Yang: The first one sounds good, and the second one is very noisy.
(3) Teacher's summary: Our ears like nice sounds.
3. Discussion: We should protect our ears, what sounds should we listen to and what sounds should we avoid?
(3) Migration operation, sensing the sound generated by the vibration of different objects.
(1) Put out musical instruments such as sand hammer, Jason Chung, snare drum and wooden fish.
(2) Let children play with these instruments on the table. Remind young children:
(1) Knock on the door and observe. Pay attention to the fact that different objects can make different sounds;
② Pay attention and make a nice sound.
(4) Game over: Listen to the sound and identify the object-the teacher plays different sounds to let the children find the object as quickly as possible.
For example, the teacher plays the sound of a small bell and asks the children to choose and hold the small bell in the instrument.
Four. Extension of activities:
Imitate different sounds and let parents guess.
Reflective evaluation of verb (abbreviation of verb)