Duckling and Chicken Kindergarten Teaching Plan 1 Theme Name: Chicken and Duck
Theme objective:
1. Through observation and comparison, we can perceive the obvious external characteristics and basic living habits of chickens and ducklings, and are willing to express their feelings.
2. Willing to creatively express the different characteristics of chickens and ducklings in various ways.
3, like to be close to chickens and ducklings, and sprout the feelings of caring for small animals.
Subject content:
Monday: a pair of good friends in science
Tuesday: Chinese Chicken House (top shift) Handmade Chicken Party (instructing interns to attend classes) Wednesday: Chinese Chicken Counting (off-duty) Thursday: Art Ducks Coming (instructing interns to attend classes) Friday: Cooperative film activity (one day) Saturday: Chinese Chicken and Duck (instructing interns to attend classes) Sunday:
Science: a pair of good friends activity goal:
1. Through comparative observation, understand the appearance, dynamics, habits and other characteristics of chickens and ducklings.
2. Feel the loveliness of chickens and ducklings, and be willing to be close to and care for them.
Activity preparation:
1, wall chart No.27; "Spring is coming for children's books"; , "children's book mathematics"; 2. The number of chickens and ducklings and the number of baits. (You can invite children to bring their own) (Watch related videos because of bird flu) Activity flow:
1, let the children sit around the chicken and duckling, watch the activities of the chicken and duckling, talk freely and observe their feelings. (This link has been deleted) 2. Show the pictures and the teacher will guide the children to make a comparative observation (1). Tell me where the chicken and the duckling look the same. Same color, same eyes, same feathers, etc. (1) Where do chickens and ducklings look different?
Just a chicken. Which is the duckling? How do you know that?
Take a look. What's the difference between a chicken's mouth and a duckling's? What's the difference between a chicken and a duckling? What's the difference between a chicken's foot and a duckling's foot? The toes of chickens are separated; Duckling's toes are connected by a layer of skin, which is called "webbed"
Watch the video to compare the sounds and other characteristics of chickens and ducklings (2) How does a chicken crow? Where is the duckling? Do they sound the same? (Please listen and learn) How do chickens and ducklings walk? Please watch carefully and learn to walk. Talk about what chickens and ducklings like to eat.
(1) What delicious food did you bring to feed the chickens and ducklings? (Let the children take out their own bait and introduce it) What do chickens like to eat? What does this duckling like to eat? (Teacher's summary) (2) Let the children feed freely and observe the feeding dynamics of chickens and ducklings. Question: How do chickens and ducklings eat?
Encourage young children to express their ideas and learn to act.
4. Look at the picture to help children sort out the characteristics of chickens and ducklings (not in this link). The teacher shows the corresponding wall charts and summarizes the appearance and habits of chickens and ducklings.
Activity reflection: Because of the influence of bird flu, it is not convenient to bring real chickens and ducks to children for observation, but I searched two videos to make up for this deficiency. In the link, I first showed a wall chart for children to observe and compare intuitively, starting from the same point first, so that children will find the differences more carefully. At the same point, the children even observed their eyes and toes, and at different points, they also observed their heads, which was very detailed. I also explained the difference in living habits between chickens and ducklings due to different toes. I also gave an example. The swimming flippers invented by people were invented according to this characteristic of ducklings, and the children benefited a lot. After observing and comparing the pictures, the children found that when watching the video, the movements were different and the sounds were different. These activities have enriched the children's existing life experience.
Language: the goal of a chicken family activity;
1. Understand the story and try to retell it with the teacher.
2. Understand the "chicken family" and be willing to express the main characteristics of roosters, hens and chickens.
Activity preparation:
1, wall chart No.28; Children's books are coming in spring.
2. There are several headdresses of cocks, hens and chickens.
Activity flow:
1, which leads to the topic.
The teacher wants to tell a story to the children. The name of the story is A Chicken's Family.
Who are there in the chicken family? Guide children to talk about roosters, hens and chickens, and let them learn their calls.
2. The teacher tells stories and asks questions:
What does a rooster look like? How does a rooster talk?
What does a hen look like? How does the little hen talk?
One day, what did the rooster say to the hen? What did the little hen say?
Who are their children? Where did the chicken come from? How does it talk?
3. Show the wall chart and tell the story again.
4. Look at the picture and listen to the recorded story. Children tell stories with recorded stories. 5. Story performance (1) Teachers and children tell stories together. The teacher talks about the narrative part and the children talk about the dialogue part in groups.
(2) The teacher tells the narrative part of the story and encourages the children to move freely while talking. (Play roles in groups) (3) Ask individual children to play roles, put on headdresses and act out stories.
(4) Let the children choose their roles freely, put on headdresses, and the teacher guides the children to perform stories collectively.
Activity reflection: The most obvious feature of the story "A Chicken's Home" is to imitate the calls of rooster, hen and chicken. Children's life experience is no stranger to these three calls, and they will soon be able to master them. I changed the call of hen into a "giggle" that children are familiar with, and the focus of the activity is to learn the dialogue: "Wow, I want to have a nest." "giggle, I want to live with you." The most important thing is to let the children show that the chicken family loves each other. I let the children use their imagination to create many warm scenes and actions, and then let the children find their performance partners in groups of three. Finally, several groups of performances with good performance were selected for everyone to perform, and they were affirmed and encouraged in time.
"Duckling and Chicken" Kindergarten Teaching Plan 2 Activity Objectives:
Learn to sing the song Chicken and Duckling.
Key points and difficulties:
Learn to sing the song Chicken and Duckling.
Activity preparation:
1. Chickens and ducklings.
A chicken and a duckling have a finger.
Activity flow:
First, show the fingers of chickens and ducklings to arouse the baby's interest.
Teacher: There are two small guests in our class today. Let's hear who they are
1. Imitate the sounds of chickens and ducklings and let the baby listen.
2. Show your fingers to chickens and ducklings and let your baby say hello to small animals.
Second, play the game of "Who is missing".
1. Let the baby imitate the cries of small animals "Ji Ji" and "Ga Ga Ga"
2. Hide the chicken (duckling), ask the baby if he can't sleep, guide the baby to crow like a chicken (duckling) and invite him out.
Third, while reading the lyrics, perform with a finger puppet to guide the baby to perceive the content of the song.
Fourth, play games while listening to CDs with your baby.
1. When singing with the baby, use the action (the index finger of both hands is opposite-chicken; Hands palms facing each other, up and down-duckling) prompts lyrics.
2. Let the baby find good friends, one is a chicken and the other is a duckling, and play games while listening to CDs.
The design concept of "Duckling and Chicken" kindergarten teaching plan 3;
In this season of spring, small animals are born. Chickens and ducklings are children's favorite animals, which can attract their attention. This activity is mainly based on the scene of hen and duck mother hatching eggs, observing and comparing the different characteristics and habits of various life characteristics of chicken and duck, increasing children's knowledge and mastering the different painting methods of chicken and duck.
This activity is divided into three parts. The first link is to observe and compare the differences between chickens and ducklings. The second link, try to operate, draw chickens and ducklings. The third link, imagination and creation, enriches the picture.
Activity objectives:
1. Use paintings to show the difference between chickens and ducklings.
2. Contact the living habits of chickens and ducklings and imagine them playing together.
Activity preparation:
A picture of a chicken and a duckling, a marker and some paper.
Activity flow:
First, observe and compare the differences between chickens and ducklings.
Key questions:
1. What's the difference between a chicken and a duckling?
2. What are their different lifestyles?
Key points:
1, children's ability to observe common animals,
2. The integrity of children's language
Second, try to draw chickens and ducklings.
1. Listen to the teacher's story that the hen laid a big egg and the mother duck laid a big duck egg. Observe and compare two ellipses with different sizes, and establish the consciousness that eggs are small and ducks are big.
2. Listen to the teacher's introduction and observe the teacher's demonstration.
(Draw a chicken): Mother hen sits on a big egg and hatches chicks every day. Mother duck came to ask if the chicken had hatched. After many days, one day, the hen's big egg made a Benedict sound. Drill a chicken head from a big egg (draw the head on the big egg). Chickens open round eyes (draw eyes), sing songs (draw sharp mouths) and flap their wings (draw wings). One, two, three! It's so happy to stand up and run around
(Draw a duckling): However, Mother Duck's big duck egg didn't move at all, and Mother Duck croaked anxiously. The hen said, be patient when hatching eggs. Let me do it. Then he sat on the duck's egg and hatched the duckling motionless. After many days, one day, the hen's big duck egg made a Benedict sound, and the duckling was born. What does this duckling look like? Everyone takes turns to draw: a duckling's head comes out of the big duck egg (add a picture on the big duck egg, which is similar to a chicken), and the duckling looks around with round eyes, singing (the chicken mouth is sharp and the duckling mouth is flat) and flapping its wings. One, two, three! Stand up (chicken with pointed claws, flat-footed webbed duck).
Third, imagination creates rich pictures.
Key questions:
Chickens and ducklings go out to play. Where will they go?
What can a chicken do? What can a duckling do?
Little ducks can't catch bugs. How can a chicken help it?
Key points:
Children's ability to imagine boldly
"Duckling and Chicken" Kindergarten Teaching Plan 4 Objectives:
1, which can be observed from beginning to end and perceive the main appearance characteristics and habits of chickens and ducklings.
2. Learn to compare the difference between a chicken and a duckling in a corresponding way, and master the nouns: claws and flippers.
Preparation: pictures of chickens and ducklings
Design process: 1, tell riddles (there is a small animal, yellow feathers, furry, very cute ...) let children guess riddles, which leads to chickens and ducklings.
2. Use continuous observation from beginning to end and try to say what you have observed.
3. Compare the differences in appearance.
Chick duckling
The chicken's mouth is sharp; The duckling's mouth is flat. The chicken's neck is very short; The duckling has a long neck; A chicken's paw has no fins, and a duckling has fins.
Main nouns: claws and flippers.
4. Different habits.
Chick duckling
The ability of chickens is to run fast; The duckling's skill is swimming.
Chicken's favorite food is rice, worms and vegetables. When the ducklings grow up, they are eat small fish shrimps.
Chickens croak; The duckling quacks quack.
Children play games with chickens and ducklings, which fully shows the different characteristics of chickens and ducklings.
"Duckling and Chicken" Kindergarten Teaching Plan 5 Activity Target
1. Listen to the story, feel the interest of chickens and ducklings as good friends, and be interested in their life habits.
2. Learn to act out this story.
3. Through the combination of language expression and action, fully feel the childlike interest of the story.
4. Be able to analyze stories and cultivate imagination.
Activities to be prepared
Chickens, ducklings, digging holes, drinking water, swimming, earthworms and other pictures.
Activity process
First, lead to the story.
Teacher: Today, the teacher brought a guest to everyone. Look (showing pictures of ducklings).
Recently, something happened to this duckling and his friend chicken. Let's hear what happened.
Second, guide children to understand the story.
Ask questions:
1. What animals appear in the story?
(1) Chicks and ducklings are good friends. Do you know what a good friend is?
(2) Teachers sum up the meaning of good friends.
2. Where do you see that chickens and ducklings are good friends (please tell a story)?
Third, let the children play ducklings and chickens in groups. The teacher said that the children performed. (Group performances and group performances can be combined)
Fourth, experience extension.
1. Do you have good friends? Who is your good friend?
2. Teacher's summary: Children should help each other and be humble to each other.
With the story of "Chicken and Duckling"
"Mother duck can't hatch eggs, so she asks the hen for help. The eggshell cracked and a chicken came out. The eggshell cracked again and a duckling came out. The duckling goes for a walk, and so does the chicken. Ducklings dig, chickens dig; The duckling found an earthworm, and the chicken found an earthworm; Ducks drink water, so do chickens. Plop, the duckling jumps into the river to swim; Plop, the chicken also jumped into the river to swim. But chickens can't swim. " Help! "He struggled in the water. The duckling heard the cry and came to save the chicken. Ducks, turtles and frogs go swimming together. Huh? Why does the chicken still follow all the way? It turns out that the chicken brought a lifebuoy. "
Teaching reflection:
Due to the age characteristics of small class children, they lack social behavior experience and concrete thinking. Through this language activity, children in our class have the performance of communication and cooperation with peers, selfishness and so on, helping children to establish social experience. First of all, with the help of children's understanding of the basic characteristics of chickens and ducklings, I used two links: listening to sounds, guessing animals and giving gifts to stimulate children's interest in participation.
Encyclopedia: Chicken is a kind of poultry. Domestic chickens come from wild chickens, and the domestication history is at least about 4000 years, but it was not until about 1800 that chickens and eggs became mass-produced commodities.
"Duckling and Chicken" Kindergarten Teaching Plan 6 Activity Objectives:
1, to stimulate children's imagination and language skills.
2. Guide the children to observe the pictures and speak the contents of the pictures in a relatively complete language.
3. Educate children to help each other, unite and be friendly.
I like and try to create the ending of the story, and I am willing to study with my companions.
5. Cultivate children's good habit of speaking boldly and completely.
Activity preparation:
1, a group of pictures of chickens and ducklings.
2, a chicken and duckling headdress.
3. Records of chickens and ducklings
Activity flow:
First, stimulate children's interest in learning.
1, do the chicken duckling action and enter the activity room.
2. Show pictures of chickens and ducklings. Children, do you know what happened when chickens and ducklings went out to play together?
Second, look at the pictures and tell stories. Children observe and speak their thoughts boldly.
1, children look at the picture 1-2.
Q: Chickens can't cross the river. How does the duckling help it?
2. Look at the picture 3.
The teacher asked: The duckling fell into the pit. How will the chicken be saved?
Children can discuss freely and speak their own way boldly.
3. Look at the picture 4.
The teacher asked: How did the chicken save the duckling? Does it taste good？
(Children watch and discuss, and speak their thoughts boldly. )
Third, children listen to stories completely, learn to say a word "over and over again" and understand the meaning of "carrying, carrying, filling and floating".
Fourth, start a discussion about "help".
1, guide children to talk about when people need "help" with examples.
2. Have you ever helped others? How do you help others?
3. Do you like helping others? How do you feel when others are happy to get your help?
Everyone needs help, everyone needs help.
Can help others. Help doesn't have to do anything great, as long as it can bring happiness to others.
Teaching reflection:
Today, I taught the language activity "Chicken and Duck". When telling the first story, first use the teaching aid wall chart, and then start telling the story to the children in combination with the wall chart. After telling the story for the first time, I found that during the activity, the children just focused on the wall chart I prepared, and were not interested in listening to the story and didn't know much about the content of the story. So I borrowed a wall chart for the second time to tell stories to the children, but the children's attention was still not focused, and some children even started talking to each other, so the teaching effect of the whole activity was not obvious.
After the activity, I seriously reflected and found that the children in the whole activity were very interested in my wall chart. When telling the first story, I used teaching AIDS directly. From the beginning, the children were absorbed in the wall chart, and their interest in listening to stories was not high. I think if you don't use an intuitive wall chart when telling the first story, children's attention will not be distracted, because intuitive teaching AIDS are easy to distract children's attention. Then in the process of telling stories to children for the second time, I still told stories to children with wall charts, which led to children's inattention in the process of telling stories for the second time. I think if we change the way of attention and add rich expressions, eyes and gestures, we can attract children and arouse their enthusiasm for listening.
In the future language teaching activities, I will pay attention to the problems encountered today, carry out language activities well, and let children's language develop better.
"Duckling and Chicken" kindergarten teaching plan 7 I. Activity objectives:
1. Observe and tell how chickens and ducklings come up with ways to help each other overcome difficulties.
2. Learn words: carry, carry, fill and float; Phrase: time and time again.
Second, the teaching process:
(1) Organize teaching to stimulate interest in pictures.
(2) Show pictures to inspire questions:
1, showing the background of rivers and lakes, that is, the role, chicken and duckling.
(1) What's the weather like one day?
Where are they and who/what are they doing?
Guide the children to say: the chicken is carrying a bucket and the duckling is going out to play, teaching the new word "mention".
(3) Where did they go?
The teacher also asked the children to say: One day, the weather was fine. Chicks and ducklings go out to play with buckets. They came to a small river.
They want to play in the river, but chickens can't swim. What do they think?
(5) What did the duckling say to the chicken?
2. Show the river background and change the insertion role.
(1) Look, how does the duckling help the chicken cross the river?
(2) What did the chicken say to the duckling? What did the duckling say?
The teacher also let the children learn that when they come to the river, chickens can't swim or cross the river. The duckling said, "I will carry you across the river." The chicken said, "Thank you!" "
3. Show the background across the river, and then change the insert role.
(1) The chicken and the duckling went up the hill and had a good time. Suddenly, what happened?
(2) What is this pit like? Can the duckling climb up? What's it thinking?
(3) What did the chicken say to the duckling?
(4) What can the chicken do to save the duckling?
Let the children think and talk actively first, and then guide them to tell the way to save the duckling from the chickens.
(5) What did the chicken do with the bucket to the river?
(1) teaches students the word "sound".
② What did you do in the pit again?
(6) A bucket of water is not enough? So what should we do? Can you make the meaning clear in one sentence?
Teaching language: again and again.
(7) What about the water in the pit? Where's the duckling?
Teach the new word "float".
(8) How do you think the duckling is happy? Where is the chicken?
Teacher, ask children to learn: the chicken goes to the river to hold water in a small bucket, then returns to the pit and puts the water in the pit. Chickens carry water back and forth and put it into the pit again and again. The pit was full of water and the duckling floated up. Chicks and ducklings can play together again. They said happily, "You help me and I will help you. We are good friends. "
(3) The teacher finished and asked the children for pictures.
"Ducklings and Chickens" Kindergarten Teaching Plan 8 Activity Objectives:
1, which can preliminarily observe and perceive the different external characteristics of chickens and ducklings; 2. Understand the living habits of chickens and ducklings; 3. Germinate my love for good friends of chickens and ducklings.
Activity preparation:
1, chicken and duckling PPT 2, big picture of chicken and duckling 3, several badges of chicken and duckling 4. Some activities of lifebuoy:
First, the activity introducer: Today, Teacher Qiu invited two babies. Let's see who they are.
1, show PPT 1: eggs and duck eggs-child narrator: let's see if the children are right.
The teacher summed up: the big white one is the baby duck egg, and the small yellow one (with color) is the baby duck egg.
2. Storyteller: It turns out that mother duck can't hatch eggs. She asked the hen for help.
-show PPT2: the eggshell cracked and a chicken was drilled out; The eggshell cracked again and a duckling came out.
3. Observe and understand the different external characteristics of chickens and ducklings. Teacher: Oh, these two babies are hiding! Let's find it together!
-Show PPT 3- Tell children's stories and distinguish the different external characteristics of chickens and ducklings-Teacher's summary: The chicken's mouth is sharp and the duckling's mouth is flat; Chicken's feet are thin claws, and duckling's feet are called big flippers.
Second, the game cognitive link 1, the chicken and the duckling are divided into roles: the chicken and the duckling brought invitation cards to play together, and the teacher gave them to the children! Can children see if they are chickens or ducklings? )-Child Role Discriminator: Please go to the hen if you get the chicken, and go to the mother duck if you get the duckling!
2. Situation game player: OK, everyone is great! Now let's see where they all like to play. Guess what they like to do?
1 PPT 4: Grass-What do children like to do on the grass? (Children perform individually or collectively)-Teacher: Let's see what they like to do when they come to the grass: Ducks go, chickens go!
2PPT 5: Dirty ground-what do children like to do on dirty ground? (Children perform individually or collectively)-Teacher: Let's see what they like to do when they come to the soil: ducks dig and chickens walk! The duckling found an earthworm, and the chicken found an earthworm!
3PPT 6: By the river-what do children like to do by the river? (Children perform individually or collectively)-Teacher: Let's see what they like to do when they come to the river: ducks drink water and chickens drink water!
4 PPT 7: plop, the duckling jumps into the river to swim; Plop, the chicken also jumped into the river to swim! But chickens can't swim. "Help!" It struggled in the water, and the duckling heard the cry and hurried to save the chicken.
Teacher: What's the matter? -Children's Narration III. End the game 1. Summary of the Living Habits of Chicken and Duckling-Teacher's Summary: Chicken and Duckling are good friends. They walk, dig, find earthworms and drink water together, but they can't swim together, because Duckling can swim and Chicken can't swim.
2. Extended question discussant: The chicken really wants to swim with the duckling. What should I do?
-children tell (lead to "lifebuoy") 3. The game is over. Teacher: Then let's let the chicken take the lifebuoy and go swimming with the duckling!
"Ducklings and Chickens" Kindergarten Teaching Plan 9 Activity Objectives:
1, encourage children to talk and play with teachers and peers.
2. Guide children to distinguish the distinctive features of ducklings and chickens.
Activity preparation:
Homemade toy chickens and ducklings
Activity flow:
1. Watch the story performance: The teacher holds the independent toys of the chicken and the duckling, and performs the movements and characteristics of the chicken and the duckling (the movements should be as simple as possible, such as the chicken and the duckling meet from both sides, the duckling crows, the duckling crows, and the duckling hugs the chicken). Encourage the children to clap their hands with the music and croak with the duckling.
2. Distinguish the characteristics of chickens and ducklings: Teachers use teaching AIDS to show chickens and ducklings playing, let children observe the difference between flat-billed ducklings and pointed-billed chickens, and encourage children to express their greetings to small animals. Hello, duckling with flat mouth, hello, chicken with pointed mouth. (Use teaching AIDS to reward children with loud greetings)
3. Game: The teacher takes turns to hide the chicken and duckling behind his back, let the children talk about who is missing, and encourage the children to tell the difference from the sharp mouth and the flat mouth.
4. Game: Chickens and ducks are friends. Let the children who like chickens and ducks stand on both sides and play with the toys in the teacher's hand. Call a hug when the chicken and duck meet. (The game can be played repeatedly)
5. End of activity
Activity reflection:
The new "Outline" points out that science education for children is a scientific enlightenment education, which focuses on stimulating children's cognitive interest and exploration desire, creating conditions for children as much as possible, using various senses, using hands and brains, exploring problems, solving problems and experiencing the fun of discovery.