The design intention of large class scientific light and shadow 1 teaching plan;
Children are playful and active by nature and like games. Nature is a wordless book, with colorful natural objects and ever-changing scientific phenomena, which is the best content for children to learn. Light can be seen everywhere, and children can always look for shadows. Therefore, this activity aims to achieve two purposes: to guide children to understand the relationship between light and shadow, to cultivate children's interest in scientific phenomena, to let children fully feel the happiness brought by nature, and to promote the development of the spirit of exploring elements. Let children want to speak, dare to speak, and know how to speak. At the same time, let children understand the relationship between light and shadow through exploration, so that children can form a correct understanding of light and shadow and stimulate their interest. According to children's age characteristics, starting from children's interest in learning, let children experience the fun and function of light and shadow in play.
Activity objectives:
The relationship between objects and shadows is preliminarily perceived, and it is known that the reason of shadows is that light is blocked by objects.
You can boldly express your exploration and discovery and experience the fun of exploring shadows.
Can objectively express their own inquiry process and results.
Be able to tell your observations and findings in clear language.
Activity preparation:
Experience preparation: children have initially perceived the shadow of objects in the sun during outdoor activities.
Material preparation: ppt courseware, flashlight, forest scene, toy car, house, small tree model, etc.
Activity flow:
First, play courseware to arouse children's interest.
Teacher: Children, a lovely child came to our class today. Let's welcome it together.
Question: What is Mimi saying? What is it like?
Second, guide children to discuss under what circumstances there will be shadows?
Teacher: Children, do you know when shadows will appear?
Summary: Oh, it turns out that shadows will be produced in the sun.
Third, children initially explore the formation of shadows, where there is light, there will be shadows.
1. Set the question, causing children to guess.
Teacher: Does our little hand have a shadow? How can I change the shadow of my little hand?
2. Provide children with a flashlight and let them explore the formation of shadows in front of the whiteboard. The teacher focuses on observing that children can't make shadows by hitting light with their hands.
3. Teachers and children exchange and share the findings of inquiry, so as to gain the experience of shadow formation.
Question: Did you make a shadow? How did you do that?
4. Summary: Where there is light, there is shadow. When the light comes, something blocks the light and the shadow of this thing will appear. Without light, the shadow is gone.
Fourth, children explore the records again and find that the shadows of different objects are different.
1. The teacher asked questions, which triggered the children to explore the records again.
Physical communication: children will find shadows where there is light. What exactly is a shadow like? Does everything have a shadow? Are their shadows the same?
2. Introduce the information and put forward the inquiry requirements.
On the tables on both sides, the teacher has prepared some cars, small houses, flowers, small trees and building blocks for you. Later, please take your flashlights and take a picture to see if all these things have shadows. Are their shadows the same?
3. Show the record form and introduce it.
There is also a record sheet prepared for you by the teacher on the table. Please observe the shadows of these objects according to the patterns on the recording paper and draw their shadows.
4. Children explore the shadow again and record it on the record sheet.
5. Sharing and communication between teachers and children: We have just learned through experiments that as long as there is an object blocking the light, the shadow of this object will appear. Different objects have different shadow teachers.
5. Watch courseware and videos to feel the application of shadows in life.
Teacher: Actually, many things in our life are made by light and shadow. For example, shadow play is made according to the principle of "light and shadow". You see, the old man is holding a shadow play in his hand, which blocks the light, so the shadow of shadow play appears on the white cloth. There are hand shadow games and shadow dance. Teacher, here is a video of shadow dancing. Let's enjoy it together
Activity expansion:
Game activities: Let children play "stepping on the shadow" outdoors.
Infiltration in the field: Put the hand shadow game material into the science area, so that children can further feel the connection between light and shadow when taking a photo and changing it.
Activity reflection:
The concept of children's scientific activities in life, games and "learning by doing" can be better reflected in this activity.
1. Life-oriented material selection. Teachers seize the shadows captured at any time as educational resources, look for different shadows with children and play with shadows together, so as to explore the relationship between the changes of shadows and things, and then understand the relationship between shadows and people's lives.
2. The gamification of teaching activities. In this activity, the teacher grasped the children's interest well, and used games, a unique and most effective way for children to learn, to run through the whole activity with rich and interesting game plots, dancing with shadows, playing hand shadow, looking for the shadows of small animals, performing shadow play and other game links, so that children could observe and explore the generation of shadows and the secrets of shadow magic during their play, and gain rich experience in the generation and change of shadow phenomena in many game experiences.
3. Diversification of teaching methods. Children's science education is scientific enlightenment education, which focuses on stimulating children's interest and desire in exploration. In the activities, teachers provide rich materials and make full use of enough time for children to observe, operate and discover, which fully mobilizes children's learning enthusiasm, satisfies children's curiosity about shadows, and cultivates children's ability to observe, compare and actively explore.
Teaching materials and learning situation analysis of large class science light and shadow teaching plan 2;
Children are playful and active by nature, like games, and make them want to talk, dare to talk and talk. At the same time, by exploring the relationship between light and shadow, children can form a correct understanding of light and shadow and stimulate their interest. According to children's age characteristics, starting from children's interest in learning, we should establish a good relationship between teachers and students, so that children can appreciate the fun and role of learning light and shadow.
Activity goal: let children initially perceive the relationship between light and shadow, and be interested in it, explore and explore.
Focus of activities:
Let children understand the relationship between light and shadow. Stimulate children's curiosity and thirst for knowledge, and cultivate children's exploration spirit.
Activity difficulty:
Let children know that when light shines on an object, the object blocks the light and produces a shadow.
Activity preparation: flashlights, candles, etc.
Activity flow:
Introduction: Playing hand shadow games arouses children's interest.
Second, show me flashlights, candles, etc. Guide children to find ways to make them shine and compare the differences in the light they emit.
Teacher: How can we make them glow? See what's the difference in their light.
Third, look for shadows and understand their characteristics.
Teacher: Have you ever seen a shadow, children? Please look for it and see who is there.
Fourth, create shadows.
Teacher: Look at the little animals on the table. Can you create the shadows of these small animals?
Guide children to try different methods (put toys in front of the wall, don't turn on the flashlight, don't put toys in front of the flashlight, turn on the flashlight, let the light shine on the white wall, and put a toy between the flashlight and the wall) to see how the shadow of animals appears on the white wall.
Teacher: Please leave the shadow of small animals on the wall and tell each other who they are.
Verb (short for verb) game: the change of shadow
Guide children to use the manual video game "Shadow Change" game.
1, Teacher: There are still small animals on the wall. Please think about whether these shadows will change. If so, what will happen?
2. Encourage children to move small animals or shake flashlights in different directions (such as up and down, left and right, back and forth, etc.). ) to observe the changes in the shadows of small animals.
3. Guide children to observe their own shadows, when there is a shadow, when the shadow disappears, and understand the relationship between sunlight and shadows. At the same time, he said, "I have a good friend who walks with me every day, sometimes in front and sometimes behind." When I talk to it, I just don't talk. "
4. Guide children to find ways to make their shadows longer, shorter, fatter and thinner.
Activity expansion of intransitive verbs
1, guide children to think: What other situations will have shadows besides being in the sun? There is a shadow in the moonlight, under the light, when lighting candles; There is a reflection in the water)
2. Let the children talk about what shadows they have seen and where they have seen them.
Personality supplement: let children understand the relationship between light and shadow, stimulate children's understanding of abstract light and shadow in life and their desire to explore, thus stimulating children's quality of being good at discovering, using their brains and thinking. Light and shadow are relatively discovered by children, and gradually they find that there will be shadows when there is light on them. As long as there is light, everything will have shadow.
Large class science light and shadow teaching plan 3 activity goal:
1。 Guide children to actively participate in operational activities and stimulate children's interest in exploration and thirst for knowledge.
2。 Guide children to get the perceptual experience about "light and shadow".
3。 Cultivate children's observation, analysis and hands-on ability.
4。 Cultivate the good qualities of daring to think and do, and being diligent and eager to learn.
Activity preparation:
1。 Knowing what the condition of shadow is, that is, the object blocks the light, and there is a shadow.
2。 There are several images of turtles, goldfish, windmills, birds, electric fans, drums, bears and clocks cut out of colored paper.
3。 White paper, flashlight, glue, cloth.
Activity flow:
First, stimulate interest.
Show me the paper turtle. Yesterday, with the help of flashlight and white paper, the teacher made the paper turtle dance on the paper. How on earth does it dance? Let's try it together, shall we?
Second, guide children to operate.
1。 Provide each child with a flashlight, a piece of white paper, a paper turtle, glue and other materials to inspire children to try to make the paper turtle dance.
2。 Children's operation, teachers observe and understand children's exploration, and guide children to boldly find ways to solve problems.
3。 Organize children's exchanges and discussions.
(1) Let children and neighbors exchange their own gameplay and processes and demonstrate each other.
(2) Ask individual children to tell you their own exploration results and demonstrate the process.
③ Discussion: Why can some "turtles" dance and some "turtles" can't? (organize children to communicate. When children express their opinions, teachers should not be eager to express their views, but should fully open their minds and stimulate their desire to overcome difficulties actively. )
The teacher concluded: In order to make the tortoise dance, there must be a distance between the tortoise's legs and the paper, that is, as long as the tortoise's body sticks to the paper, its limbs don't have to stick.
4。 Let each child correct his mistakes and verify them, so that he can experience the joy of success.
Third, inspire children to explore further.
1。 Is the tortoise dancing It's the shadow of the turtle dancing. )
2。 Provide various images, let children choose any material, think about which parts of these objects are suitable for activities, and then try to make them move.
3。 In children's exploration, teachers should allow children to fail, encourage children to innovate, and give timely guidance according to their exploration. For example, when children can't let "bears" play "drums", they can be inspired to think: Is the angle folding of "drumsticks" appropriate? Is the angle and direction of flashlight movement related to the activity of "drumstick"?
4。 Exchange and discuss.
(1) Please tell the children how to operate and demonstrate, and guide them to observe how these objects move.
What secret did you find? (the flashlight moves left and right, and the shadow moves left and right; When the flashlight moves up and down, the shadow moves up and down. )
Teacher's summary: When the flashlight moves, the position of light changes, and so does the shadow. These bears, goldfish, windmills and so on. It will move more happily and look better.
Activity expansion:
1。 Guide children to continue to observe the phenomenon that "the position of light changes and the shadow changes with it" in daily life.
2。 Organize children to continue to explore related content in district corner activities and maintain their strong interest in exploration.
Activity reflection:
The activity of "light and shadow" is mainly for teachers to seize children's interest points from accidental events and innovate activities on the basis of learning from others' experience. Through the teacher's keen observation, I caught some valuable things and decided the development direction of the next activity. It is through teachers' effective observation that the whole activity can move forward step by step.
Large class science light and shadow teaching plan 4 activity goal:
1, guide children to actively participate in operational activities, and stimulate children's interest in exploration and curiosity.
2. Guide children to get the perceptual experience about "light and shadow".
3. Cultivate children's abilities of observation, comparison, thinking and expression.
4. Cultivate children's curiosity about things and be willing to explore and experiment boldly.
5. Stimulate children's interest in scientific activities.
Activity preparation:
1, know the conditions needed to produce shadows, that is, objects block light and have shadows.
2. There are various images such as turtles, goldfish, windmills, birds, electric fans, drums, bears and clocks cut out of colored paper.
3, white paper, flashlight, glue, wet wipes.
Activity flow:
First, stimulate interest.
Show me the paper turtle. Yesterday, with the help of flashlight and white paper, the teacher made the paper turtle dance on the paper. How on earth does it dance? Let's try it together, shall we?
Second, guide children to operate.
1, provide each child with a flashlight, a piece of white paper, a paper turtle, glue and other materials to inspire children to try to make the paper turtle dance.
2, children's operation, teachers observe and understand children's exploration, and guide children to boldly find ways to solve problems.
3. Organize children to exchange and discuss.
(1) Let children and neighbors exchange their own gameplay and processes and demonstrate each other.
(2) Ask individual children to tell you their own exploration results and demonstrate the process.
③ Discussion: Why can some "turtles" dance and some "turtles" can't? (organize children to communicate. When children express their opinions, teachers should not be eager to express their views, but should fully open their minds and stimulate their desire to overcome difficulties actively. )
The teacher concluded: In order to make the tortoise dance, there must be a distance between the tortoise's legs and the paper, that is, as long as the tortoise's body sticks to the paper, its limbs don't have to stick.
4. Let each child correct his mistakes and verify them, so that they can experience the fun of success.
Third, inspire children to explore further.
1. Is the tortoise dancing? It's the shadow of the turtle dancing. )
2, provide a variety of images, please choose a material for children, think about which parts of these objects are suitable for activities, and then try to make them move.
3, children's exploration, teachers should allow children to fail, encourage children to innovate, and give timely guidance according to children's exploration. For example, when children can't let "bears" play "drums", they can be inspired to think: Is the angle folding of "drumsticks" appropriate? Is the angle and direction of flashlight movement related to the activity of "drumstick"?
4. Exchange discussions.
(1) Please tell the children how to operate and demonstrate, and guide them to observe how these objects move.
What secret did you find? (the flashlight moves left and right, and the shadow moves left and right; When the flashlight moves up and down, the shadow moves up and down. )
Teacher's summary: When the flashlight moves, the position of light changes, and so does the shadow. These bears, goldfish, windmills and so on. It will move more happily and look better.
Activity expansion:
1, guide children to continue to observe the phenomenon that "the position of light has changed and the shadow has changed" in daily life.
2. Organize children to continue to explore related content in corner activities, and keep children's strong interest in exploration.
Activity reflection:
The activity of "light and shadow" is mainly for teachers to seize children's interest points from accidental events and innovate activities on the basis of learning from others' experience. Through the teacher's keen observation, I caught some valuable things and decided the development direction of the next activity. It is through teachers' effective observation that the whole activity can move forward step by step.
Large class science light and shadow teaching plan 5 activity goal:
1, initially perceive the connection between objects and shadows, and only find shadows where there is light.
2, can boldly express their own exploration and discovery, and experience the fun of exploring shadows.
Activity preparation:
1. Experience preparation: In outdoor activities, I have initially sensed that there will be shadows of objects in the sun and played the game of "stepping on shadows".
2. Material preparation: flashlight, doll console, dolls, small pictures of animals, window grilles, etc.
Activity flow:
1, guessing riddles stimulates children's interest in exploring shadows.
Guide: I have a good friend. If I go, it will. If I stop, it will stop. Wherever I go, it will follow me closely who is it? (answer: shadow. )
2. Talk with teachers and children to understand children's original experience of shadow formation.
Ask questions:
(1) Did you see the shadow? What is the shadow like? What color is that?
(2) When have you ever seen a shadow? When sunlight and lights shine on us, there will be shadows. )
3. Children initially explore the formation of shadows, and only when there is light can there be shadows.
Set questions to arouse children's guesses (verbal guesses).
Question: If we want to create a shadow indoors, what can we use to create a shadow? What can I do to make a shadow?
Children choose their own materials and explore the formation of shadows. The teacher focuses on observing whether the child will cast a shadow when he hits the object.
Teachers and children exchange and share the findings of inquiry, so as to gain the experience of shadow formation.
Question: Have you all become shadows? How did you do that?
Summary: Where there is light, there is shadow, and where there is light, there is shadow. Without light, the shadow is gone.
4. Children explore again and find that the shadows of different objects are different.
The teacher asked questions, which triggered the children to explore again.
Problem: Children find that where there is light, there is shadow. What exactly is a shadow like? Does everything have a shadow? Are their shadows all the same?
The teacher introduced the materials and put forward the requirements of exploration: the teacher prepared many animal dolls and pictures, window grilles cut by children themselves, plastic colloidal particles and so on. Please try to turn them into shadows and see if their shadows are the same.
Re-exploring the shadow of children's self-selected materials.
Teachers and children share communication: do these things have a shadow? What are their shadows? Are all shadows the same?
The teacher combed and guided the children to get different shadows of different objects.
5. Go outdoors to play the game of "finding shadows", guide children to find things with shadows, and further perceive that there will be shadows where there is light.
Guide: What else has a shadow? Let's play "Looking for Shadows" outside the playground and tell everyone what we found.
Activity expansion:
Regional activities: provide materials in the science area to guide children to continue exploring shadows.
Family education: Ask parents to do shadow experiments with their children with flashlights or desk lamps.