"Peanut" lesson plan article in junior high school science class 1 activity goal
1. Learn to record the number of peanuts with numbers and symbols.
2. Try to peel peanuts many times in a planned and orderly way and make records.
Activities to be prepared
1. Each person has a plate of peanuts (about 10, and the number of peanuts varies from 1-3).
2. Each group has two boxes of colored pens, two empty pots and one children's activity material.
Activity process
Guess how many peanuts there are.
-Look at the peanuts on the plate and tell me the difference. (You can compare the size, length and shape of peanuts),
Can you guess how many peanuts are in each peanut?
Choose a peanut, guess the number of peanuts in it first, and then peel it to see if it is right.
2. Discuss the method of recording.
Think about how to remember how many peanuts are in the first peanut. What about the second and third? -How? Did you peel the records together, or did you peel the records at once?
3. Write down the number of peanuts.
-children peel peanuts, count how many peanuts there are, and record them on the children's activity materials.
-Pay attention to the methods and steps of each child's peeling and memory, and understand the children's problem-solving strategies.
-Guide the children who finished first to observe their own record sheets and find records with the same number of peanuts many times.
4. communicate and share.
-lead children to observe the results recorded by each other.
-Ask individual children to tell the meaning of the numbers or symbols they recorded.
Try your peeled peanuts.
Activity suggestion
1. Encourage children to record in the way they think fit, and express the record results in clear language.
2. Peanut shells can be painted in seven colors in regional activities to make beautiful "colored necklaces" and "colored paths".
The second lesson of middle school science "peanuts" I. Design intention
Peanut is very familiar to children, and it is usually a frequent visitor to our natural corner. Sometimes, "greedy" children can't help but secretly peel it off. At the same time, the outline also points out that science education should be closely linked with children's real life and make use of things and phenomena around them as the objects of scientific inquiry. As a result, the middle-class science "peanut" was brewed. Through the process of "observation and comparison-guess and verification-expansion and extension", help children understand peanuts from the outside to the inside, encourage children to find and solve problems freely, and try to record them in their own way.
Second, the activity objectives
1. Observe the main characteristics of peanuts, and feel the similarities and differences of the number of peanuts in peanut shells.
You can record the number of peanuts in your own way and test your guess.
Third, activity preparation
1, a number of raw peanuts with shells, each with a recording paper (attached)
2. Each table has a small plate and a small basket.
Fourth, the activity process
(1) Introduce activities to preliminarily perceive the main characteristics of peanuts.
Look, children, what's on your desk? How about these peanuts?
Now, if you touch it with your little hand, how will you feel?
Let's touch it and see what's on it.
It turns out that there are many small holes in the peanut shell, which are uneven.
Please compare with the children next to you. What is the difference between your peanuts?
(Comments: At the beginning of the activity, mobilize children's tactile and visual nerves to participate in the activity, and guide children to initially perceive the basic characteristics such as the shape and color of peanuts. By comparing with other children's peanuts, we can understand the similarities and differences of peanuts in terms of length and size, so that children can have a superficial understanding of peanuts. )
(2) Record the number of peanuts in peanut shells and test your own guess.
1, guessing activities
1) What's in the peanut shell? Guess how many peanuts are there in your peanut? How did you guess?
Please record your guess on this form. In which grid should you record them?
3) Children record the results of their own guesses.
4) How many do you guess? How did you record it?
2. Verification activities
1) How do you know if you guessed right?
2) How to peel it? The teacher learns the actions the child says. )
3) The methods that the children said just now are all very good. You can pinch and twist them ... and then try your method to see how many peanuts there are and record them.
4) Children record the number of peanuts.
(Comment: This is the key link of this activity. Please record it twice. The teacher first set a suspense for the children to guess the number of peanuts in the peanut shell freely, but I believe that experienced children will find that the protrusions on the peanut shell can help us guess, and the children solve their own difficulties inadvertently. At this time, they will guide the whole class to make a purposeful and well-founded guess in this way and record the guess results in their own way. Then guide the children to peel peanuts in various ways, verify the guessing results and draw corresponding conclusions. )
(3) Children show and introduce their own records.
1. Did you guess as many peanuts as you counted? Tell you what, please show the record sheet to the child next to you.
2. Who is different?
Guess how many? How many did you count? Then why do you ask to guess x?
3. Teachers and children have the same summary: As we all know, there are "as many" guesses and "not so many" counts, but only those stripped are the most accurate.
(Comments: Here, the teacher provides a relaxed environment for children to introduce the similarities and differences between their two records, so that children can express themselves and improve their language skills. At the same time, guide children to find that only the number of peels is the most accurate. )
Expand experience
1, what's the use of peanuts?
2. Teacher's summary: Children really know a lot. Peanuts are not only useful, but also nutritious. It also has a nice name called longevity fruit.
(Comments: Guiding children to contact life experience and talk about the use of peanuts not only mobilized the enthusiasm of children to participate in activities again, but also enriched their knowledge and experience. Finally, on this basis, let children know about peanuts, which also has a nice name called longevity fruit. )
Verb (short for verb) reflection
The selection of materials for the activity comes from children's life, and children are both familiar and unfamiliar with peanuts. Therefore, peanuts themselves attract children's attention in activities, so that children can concentrate in activities. Through children's free observation and comparison, the main characteristics of peanuts are virtually understood; Through children's exploration and operation, I learned about the relationship between peanuts and peanut shells. Through the recording of two guesses and verifications, the recording method is strengthened. It can be said that the activities are carried out in accordance with the principle of step by step and step by step, and children gradually master new knowledge content in free exploration and operation. But the whole activity gives people the impression that everything is done under the high control of the teacher, the questions in the activity can be more open, the teacher's instructions and body language can be more exaggerated, the atmosphere of the activity can be more active, and the children's mood can be higher.
The middle class science "peanut" teaching plan 3 activity goal:
1. Explore the method of peeling peanuts and perceive the characteristics of peanuts in an orderly manner.
2. Learn to express your feelings and discoveries in words and experience the fun of hands-on operation.
Activity preparation: several plates of peanuts, courseware and peanut products.
Emphasis and difficulty: explore the method of peeling peanuts and perceive the characteristics of peanuts in an orderly manner.
Activity flow:
I. Import activities
Children, the teacher brought you something today. Let's see what it is. (peanuts)
Teacher: Do children know where flowers grow? Teacher's summary: (Show pictures) Flowers grow in the ground, which are the fruits, leaves, stems and roots of peanuts. The flowers we eat grow in the roots.
Second, know peanuts
Have a look, touch, shake and taste peanuts.
Let's touch the peanuts. How does it feel? (rough)
Look what's on the peanuts. (mode)
(3) What happens when you shake peanuts? Have a taste. What's that smell?
(2) Exploring the method of peeling peanuts (1) There are secrets in peanuts. Guess what?
How can peanuts open? The children discuss and try (peel, bite and knock) the peanut doll wearing little red clothes and living in the pockmarked house. One day, with a pinch of fingers, the room opened from the middle and the peanut doll jumped out to put a slide show.
Third, know peanuts.
(1) What's in peanuts? (peanuts)
(2) How many peanuts are there in your peanut shell?
T: Some peanuts are rare.
(3) Look at what color clothes peanuts wear. (Red clothes) T: The red clothes of peanuts are nutritious, edible and treatable.
Now, please take off the red clothes of peanuts and see what's inside. (Nut) T: Oh, a peanut has a hard shell outside, and there are peanuts in the shell. The white peanut is wearing a red dress.
Fourth, discuss the use of peanuts.
(1) How to eat peanuts? What kind of peanut products do you have? What else can peanut shells and peanuts do?
(2) Interact with the teacher and taste peanuts. It's autumn now, and many dried fruits are ripe. Peanuts are children's favorite. In order to let children know peanuts, learn to peel peanuts and know the function of peanuts, they chose the teaching activity "delicious peanuts".
I hope that through this activity, children can find and solve problems through their own operations, so as to experience the fun of hands-on operation.
The activity goal of junior high school science "peanut" teaching plan 4
1, practice holding peanuts with chopsticks to exercise the flexibility of hand muscles.
2. Take an active part in outdoor sports and experience the fun of group activities.
Activities to be prepared
1, a pair of chopsticks and a plate for children.
2. Each group put peanuts, steamed bread and French fries in a small basket.
Activity process
First of all, the import part
1, directly introduce chopsticks, fully arouse children's learning emotions, and introduce their sources, uses and benefits of using chopsticks, stimulate children's desire to operate chopsticks, and lay the foundation for the next link.
Second, the basic part
1, display peanuts, steamed buns, French fries and other items to stimulate children's interest in using chopsticks.
2. Ask individual children to demonstrate how to clamp objects. The teacher does not emphasize the essentials of using chopsticks, so that children can practice freely and enter with questions.
Go to the next link,
3. Organize discussion: Why do some children pick up food quickly with chopsticks and some children pick up food slowly? How does he hold chopsticks?
4. The teacher explained the essentials of using chopsticks and implemented the first goal. To hold chopsticks in the right posture, open them first when holding food, and then hold them after holding food.
5. Practical activities: Divide the children into five groups and see who is the best peanut teenager within the specified time.
6. Teachers tour to guide and help children with difficulties.
Third, at the end, each group judges the children who have the most clips, and encourages other children to learn from them and practice using chopsticks more often.
The middle class science "peanut" teaching plan 5 activity goal:
1. Find a suitable tool to separate peanuts and mung beans in the operation and try the basic operation mode of the sieve.
2. Find the relationship between tools and separation objects in practice and observation, and learn how to choose the appropriate separation tools.
Activity preparation:
1. The children are divided into five teams: red, yellow, blue, green and purple.
2. Five pots of flowers and mung beans are mixed together
3. 10 solid pot, 10 small-hole sieve, 10 large-hole sieve and 20 middle-hole sieve.
4. 10 Empty pots are used to hold peanuts.
5. Imaging record
Activity focus: Find suitable tools and methods to separate peanuts from mung beans.
Activity difficulty: Understand the application law of sieve in life from the reason why it can separate peanuts from mung beans.
Activity flow:
First, set questions and guide them.
Teacher: xu teacher accidentally mixed peanuts and mung beans this morning, but my uncle and aunt in the kitchen are going to make peanut soup soon. Please do me a favor and separate peanuts from mung beans. Do you have any good ideas?
Second, try it with your hands and feel the slow separation speed.
1. Children try by hand.
Teacher: OK, then please divide it by hand. Please divide the peanuts into the plastic basket next to the big pot! Time is pressing. Come on!
The teacher let the children experience it slowly in the form of counting.
2. Teacher's summary: A little bit of things are mixed together, and we can separate them quickly by hand, but now there are too many things mixed together, and the separation will be slower. Is there a faster way? Children discussion
Third, try to find a separation tool with a sieve and a small basin.
Teacher: Actually, xu teacher brought a mysterious tool today. As long as you put a handful of mixed peanuts and mung beans in this tool, it will quickly separate peanuts from mung beans. What is this? Take these two tools and divide them. Look for it. Be careful not to drop mung beans and peanuts out of the pot.
1. The child tried to use a small pot and a sieve (laundry list), and the teacher patrolled to observe and guide.
Discussion: What did you see when you broke up? How to make mung beans fall off quickly? (Shaking his head) Have you found the mysterious tool now? What's the difference between it and a small basin?
2. Summary: Oh, there are holes in the original laundry list. As long as we shake it, peanuts and mung beans will be separated quickly. So, can all tools with holes quickly separate peanuts from mung beans?
3. Children's discussion
Fourthly, try two kinds of sieves with different apertures to understand the relationship between the separated matter and the aperture of the sieve.
1. Children, try again.
Teacher: There are two different tools with holes here in xu teacher. Please try them.
2. Discussion: Can all tools with holes separate peanuts from mung beans? What did you find when you tried? Why can't we separate? Why can this tool separate mung beans from peanuts?
3. Summary: It seems that not all tools with holes can separate peanuts from mung beans. Only holes smaller than peanuts and larger than mung beans are the most suitable tools, and peanuts and mung beans can be separated fastest and best. Son, when we divide things in the future, we should also compare things with holes.
5. Separate peanuts and mung beans with a suitable sieve again and experience the fun of success.
Teacher: Great, I finally chose the right tool. Then we will have a competition to see which team can get the fastest score, but there is a requirement during the competition. Please don't scatter mung beans and peanuts on the ground, or we will lose points!
Sixth, migration experience, watching videos to understand the use of sieves in daily life.
Teacher: Today, we use this perforated tool to quickly separate peanuts from mung beans. It's amazing! In fact, in our life, there are many such tools, which will separate many things. Let's have a look.
The sixth lesson of middle school science "peanuts" I. Activity objectives
1。 Understand the composition and structure of peanuts and the growth process of peanuts.
2。 Learn to observe orderly from the inside out.
3。 Willing to boldly express their understanding of peanuts in front of the group.
4。 Cultivate mutual courtesy and learn the ability of division of labor and cooperation through experiments.
5。 Learn to record your findings in various forms such as language and symbols.
Second, the activity preparation
Each group prepares a small basket of peanuts, a projector, pictures of peanut growth process (germination, growth, flowering and fruiting), pencils, recording paper (one for each person) and various foods made of peanuts.
Third, the activity process
1。 Introduce activities to stimulate children's interest.
(1) Teacher (showing his schoolbag): "I have something in my schoolbag. I want you to touch it and see if you can guess what it is. "
(2) Individual children came to the stage through the cloth bag to touch and tell their own guesses. The teacher guided the children to tell their own guesses and reasons.
(3) The teacher poured out the contents of the bag to confirm the children's guess. According to children's guess, the external characteristics of peanuts were preliminarily confirmed. Hard and numb. Wait a minute.
2。 Children carry out exploration activities.
(1) Explore the external characteristics of peanuts.
(1) Give each table a basket of peanuts. Guide children to talk about the appearance characteristics of peanuts they get. Children tell their findings on the basis of complete perception.
Teacher: "Everyone takes out a peanut to have a look, touch and smell. Let's see what flowers look like first. " Teacher: "How does peanut feel?" Teacher: "finally, let's smell it." What's the taste of peanuts? "
(2) Teacher part: Summarize children's perception of peanut appearance.
Compare the child's observation with the object on the projector. The color of peanut shell is milky white, it looks like a twist, and it feels numb and not smooth.
Teacher: "What we saw and touched just now was the outermost appearance of peanuts. What's inside the hard shell of peanuts? Do you want to know? "
(2) Explore the inherent characteristics of peanuts.
(1) Teacher: "What's in peanuts?" (The child answers) "Did you guess or did you see it?" "How to open peanuts?" (The way children tell themselves)
(2) Peeling peanuts.
Teacher: "Open peanuts in your own way and record your findings on paper."
(3) Children peel peanuts and observe the records.
Teachers check the children's activities and give appropriate guidance.
(4) Children talk about their observations.
The teacher put the children's observation records on the projector and asked them to introduce their observation results to everyone against their own records.
(5) Children will have different recording methods. Teachers can appropriately guide children to talk about their own recording methods when guiding them to talk about their own observation results.
Thirdly, the position and growth process of peeled peanuts were observed collectively with a projector.
(1) The teacher introduced peanuts from outside to inside.
(2) Teacher: "Where do flowers grow?" (The child answers)
(3) The teacher presents the picture of peanut growth process to the children with a projector.
The teacher introduced the growth process of peanuts to children with pictures. According to the real-time characteristics of peanut results, introduce peanuts to children, also known as "groundnuts".
Fourth, discuss the use of peanuts.
(1) Teacher: "People are very smart. They not only know that peanuts can be eaten, but also make peanuts into various delicious foods. Do you know what food peanuts are used for? " Guide children to tell the peanut products they see and eat in their lives.
(2) Teachers can introduce the medicinal value of peanuts to children. For example, peanut red skin can treat anemia, and people with bad stomachs often eat peanuts to nourish their stomachs.
Teaching reflection:
Kindergarten scientific activities emphasize the process that children operate and perceive the surrounding things, constantly find problems and try to solve them with the help of teachers' guidance and their own activities. Let children explore the unknown independently on the basis of the known, succeed in constant attempts, and finally acquire knowledge.
Middle-class science "peanut" lesson plan 7 related knowledge;
Peanut is a rich and widely eaten nut in China. It can be eaten in many ways (boiled, fried, boiled, etc.). ) can also be used to extract oil. Soap making is also the raw material of cosmetics.
Activity objectives:
1, learn to record the number of peanuts with numbers and symbols.
2. Try to peel peanuts many times in a planned and orderly way and make records.
Activity preparation:
Each person has a plate of peanuts (about 10, the number of peanuts varies from 1-3), each person has a pen, each group has two empty pots, and each person has a child record card.
Activity flow:
1, guess, lead out peanuts, observe peanuts
(1) Today, the teacher brought a new friend. He hid in this riddle (show the riddle "Majia, red curtain, there is a white fat man living in it." ), guess together. If you get it right, it will play games with us. Are the children confident to guess? All right, listen carefully and think about it. Let's work together. (The teacher tells riddles and the children guess)
(2) Yes, it is a peanut mother who lives in a hemp house. Mother Peanut said that the children are really smart. She gave each child a plate of peanuts. Let each child take a plate of peanuts. ) Want to play a game with children, ok? Listen carefully, first carefully observe the peanuts on your plate, don't peel them, talk about their differences and see if they are different in size and length.
(3) Can you guess how many little peanuts are in each peanut mother's belly?
(4) Choose a peanut, guess how many small peanuts are in it first, and then peel them to see if they are right.
(5) How many peanut mothers are there? How can we remember how many peanut babies each peanut mother has? First, second ... Do you have any good ideas? (Children's discussion) How to record? Should I write together after peeling, or should I write one by one after peeling?
2, children operation, record the number of peanuts
(1) Children peel peanuts, count the peanuts inside and record them on the children's record card. (The teacher pays attention to the methods and steps of peeling and memorizing each child to understand the child's problem-solving strategies. )
(2) Guide the children who finished first to observe their own record cards and find out how many times the number of peanut babies in the peanut mother's belly is the same.
(3) Children observe and record each other's results.
(4) Let the children talk about what the numbers or symbols they recorded mean.
The design idea of the lesson plan of junior middle school science "Peanut" lesson 8;
After a period of exploration, the children discovered many secrets of plants, especially the small theme of "green vegetable basket", which is in autumn and also a harvest season. As rural children, they are close to their children's life experience and know more and more about different kinds of vegetables. Besides vegetables, children are also interested in other crops in vegetable fields. Peanut is one of them, and children are familiar with it and love it, so I dragged this ready-made material into this theme activity.
In order to further let the children explore and discover the secret of peanuts, I preset this "peanut peeling" activity. Objective To let children learn to record the number of peanuts with numbers and symbols in a relaxed and happy activity atmosphere, and to perceive the difference of the number of peanuts in peanuts. Teachers put forward different levels of operation requirements according to children's different abilities, so that each child can be promoted on the original basis. Through activities, children can feel the joy of labor and share the happiness of success with their peers.
Activity objectives:
1. Perceive the characteristics of peanuts and know that the number of peanut kernels in peanuts is different.
2. Learn to record the number of peanuts with numbers and symbols.
3. Try to peel peanuts many times in a planned and orderly way and make records.
Activity preparation:
1, one plate of peanuts in each group (the number of peanuts provided varies), one box of colored pens in each group, two empty plates and small bowls; Everyone has a record paper.
2. Wash your hands before activities.
Activity flow:
1, lead to "peanuts" by guessing riddles.
Riddle: hemp house, red curtains, white fat man living in it.
2. Guess how many peanuts are in the observation tray and tell the difference.
Can you guess how many peanuts are in each peanut? Choose a peanut, guess the number of peanuts in it first, and then peel it to see if it is right.
3. Discuss the recording method. Think about how to remember how many peanuts are in the first peanut.
How to record it? (Teachers and students discuss with each other)
4. Explore and experience children peeling peanuts and make records.
Teachers observe children's operational behavior and give appropriate guidance.
5, exchange and share children to communicate with each other to introduce their own records.
Share and taste peanuts with your partner.