Material preparation: four milk cartons, scissors, double-sided tape, colored paper and bottle lids.
manufacturing process:
1. cut along the third part of the box with scissors.
2. Cut out 1 circles with dark colored paper to make wheels.
3. Tear off a piece of color newspaper and save it into balls by hand.
4. Stick the saved ball on the wheel.
5. stick it on both sides of the box car.
6. Cut four strips of colored paper with scissors and fold them repeatedly, and then stick double-sided tape on both ends to connect each carriage.
7. Glue the upper half of a cut milk carton with the first "carriage" with double adhesive.
8. unscrew the bottle cap and stick it on the "front" with double-sided tape.
9. The milk cart is ready.
Paper cups change
Teaching objectives:
1. Try to design and make your favorite animals with paper cups, and feel the variability and easy operation of paper cups, so as to improve your imagination, creativity and hands-on ability.
2. Experience the fun brought by production activities and stimulate environmental awareness.
Teaching emphasis:
Making small paper cups
Teaching difficulties:
Designing shapes on paper cups by yourself
Teaching preparation:
1. Disposable paper cups.
2. Scissors, double-sided tape, post-it notes, colored paper, watercolor pens, etc.
3. Finished products made by teachers with paper cups, such as the story "Little Tadpole Looking for Mother" composed of white goose, goldfish, little frog and little turtle.
Teaching hours:
1 class hour
Theoretical basis:
In the field of art, the Outline points out: "Instruct children to make toys, handicrafts, etc. with things around them to beautify their lives or carry out other activities." Therefore, I take the disposable paper cups that children are very familiar with as the materials for this activity, so that children can experience the variability and operability of the materials by painting, cutting and pasting the paper cups, so as to improve their imagination, hands-on operation ability, aesthetic awareness and ability, and stimulate their awareness of environmental protection.
Teaching process:
First, stimulate interest and lead in.
1. Ask children to enjoy the works.
children, look who the teacher invited. (Show the teacher's work, the story scene "Little Tadpole Looking for Mom" made of paper cups) Children say who they are.
2. Say in the voice of a small guest: Hello, children! Nice to meet you. Please have a look at what we are made of. (Children answer: paper cups. Infiltrate environmental education at the same time)
Second, teachers demonstrate design and production.
1. These little animals are really cute. Which one do you like best? (Children talk about their favorite animals)
2. Take the frog as an example, and the teacher will make a demonstration.
Teacher: Look, there is a complete paper cup in the teacher's hand. Now I'm going to turn it into a cute little frog.
Watch carefully how the teacher does it.
(1) Draw the outline of frog's limbs and mouth on the paper cup wall with a pencil, taking the cup bottom as the body.
(2) Cut along the drawn lines with scissors. Pay attention to the road when cutting, and don't cut off the limbs.
(You can say nursery rhymes while cutting: Small scissors, really clever, running along the lines, running straight, running curved, running slowly, running, running and running, and a frog comes out. )
(3) after cutting, tidy up the limbs, add eyes, and then paint them with a colored pen, and paint them evenly.
3. Teacher: My favorite little frog was made in this way. What small animals do you like? Now you are little designers, so design your favorite animals.
(Guide children to think about what small animals they want to be)
Third, my paper cup changes.
1. Before the operation, the teacher explained the production requirements: pay attention to safety when using scissors, so as not to hurt yourself and others; Use double-sided adhesive correctly, and don't stick it everywhere; Everyone finishes a work, and the cut scraps should be put in a small basket on the table.
2. Make a group of four people, each with a copy of production materials, and make production activities in groups.
3. Hands-on operation for children and roving guidance for teachers.
(1) Use direct intervention guidance, suggestive guidance, (peer learning) and practice methods
Encourage children to finish their works boldly and independently according to their own ideas.
(2) Pay close attention to children with weak hands-on ability and provide necessary help if necessary.
(3) For children with strong ability, if they finish quickly, they will have the desire to reproduce. (Remind children to tidy up the extra things after making)
Fourth, show and evaluate the works.
After the children finish, display their works on the toy cupboard, and introduce their works to each other. Tell me about the children's works. Who do you like best? Why do you like it? According to the situation, the teacher simply summarizes the * * * problems and representative works that appear in the production process.
v. activity extension.
1. Put the toys into the language area for children to create stories and perform roles.
2. Put more paper cups in the art area for children to design and make more kinds of toy works.
Teaching evaluation:
In the design of this teaching activity, I always take the actual level of children in this class as the starting point, and use disposable paper cups that some children are very familiar with in life as materials to carry out hand-made activities.
At the beginning of the activity, the demonstration works produced by the teacher fully aroused children's creative interest, and a small paper cup could change so many interesting handmade works. Through the teacher's production demonstration, the children learned about the production process. However, because children are trying this form of production for the first time, some children can't draw well when drawing on paper cups. The teacher found the problem in time, demonstrated and explained the essentials again, helped children master painting skills, and encouraged them to complete their works boldly and independently according to their own ideas, so that every child experienced the joy of success. In the process of watching, listening, thinking and speaking, children improve their creativity and hands-on ability, at the same time, they cultivate their ecological awareness, cultivate the virtue of diligence and thrift, and understand that waste is not wasted, and a pair of hardworking little hands can also turn waste into treasure and be proud of their own creation.
butterflies fly
1. Activity objectives:
1. Understand the concept of symmetry, and know that butterflies are symmetrical figures
2. Learn to fold butterflies with positive and negative origami methods
3. Stimulate children's interest in origami activities and like origami games
2. Activity preparation:
Garden background map. Multimedia (song "iris and Hua Hudie" and butterfly pictures)
III. Activity process:
1. Appreciating butterfly songs
Teacher: First of all, children, please enjoy a song "Hua Hudie and iris". After enjoying it, you should answer the teacher's questions!
2. Briefly describe the characteristics of butterflies
(1) What do you see in the song?
(2) Today, the teacher also brought some butterflies. Look, who can tell us what butterflies look like? (Slide shows pictures of butterflies)
How many wings does a butterfly have? How many tentacles? What are his left and right wings like?
Summary: Butterfly is a beautiful little insect. Its wings and body are symmetrical, that is to say, the left and right are the same. For example, a garden is a symmetrical figure.
3. Creating a garden scene
(1) Do you know what season it is, children? Oh, although the weather is a little cold, many flowers on the garden lawn are still blooming beautifully. Do children want to see them? Then let's take a quick look! (showing the background of the garden)
2. Look, how beautiful the flowers in the garden are, but I always feel that something is missing from this beautiful garden. What can you add?
(Bee: Oh, honey is collected by bees, isn't it? Speaking of bees, the little brother of bees comes; Butterfly: Miss Butterfly is here)
Teacher: Look what Miss Butterfly is missing. (Fly out of the paper butterfly and stick it on the background picture)
(Oh, two tentacles, without it, the butterfly girl is incomplete, so the teacher will help her draw the tentacles with a marker, so don't forget when the children paste them themselves! )
Fourth, hand-made butterflies
1. Look, are butterflies beautiful? Do you want more beautiful butterflies to dance among the flowers? Ok, look, the teacher will teach the children how to turn a square piece of paper into a beautiful butterfly, just like we used to fold a small fan: fold it into a small rectangle, and then tie a white belt with transparent glue on the table, remember to tie it in the middle, otherwise the wings of the butterfly will become a big one and a small one. (The teacher demonstrates the origami butterfly and introduces its materials)
2. Shall I ask the children to use the square paper in your hand to turn it into a beautiful butterfly? (Complete the operation of the paper butterfly in groups of four children)
3. Teacher: Fly out of your paper butterfly and let me see that butterfly.
4. The butterflies are ready, and they will fly to the flowers to dance. Children, will you send the butterflies to the flowers? (Let the children stick butterflies on the background picture and draw tentacles)
V. Summary
Look, how beautiful the garden is now. There are beautiful flowers and beautiful butterfly girls dancing. They are so happy. They praise the children's dexterity in their hands and dress them up beautifully. They are very grateful to the children. Do you like them?