Science activity teaching plan 1 activity goal:
1. Love birds and understand the significance of "Love Bird Week".
2. Perceive the diversity of birds, understand the relationship between birds and human beings and the natural environment, and the feelings of loving birds and nature.
Activity preparation:
1. tape recorder, the tape of birds calling.
2. Teachers and children * * * collect pictures about birds and arrange them in the activity room.
3. Teaching wall chart: all kinds of birds.
Activity flow:
1. Appreciate the singing of birds and stimulate children's interest in observing and understanding birds.
1. Show the bird.
Teacher: Today, the teacher brought a small animal. It comes to make friends with us. Guess who it is? 、
2. Play the recording, and let the children listen to the crisp and sweet birds singing.
Teacher: Do you hear what the birds are singing?
Second, observe birds and feel the diversity of birds.
1. Guide children to tell with existing experience.
Teacher: Do you like birds? Why? What bird do you know?
2. Children can freely observe the indoor birds and the teaching wall charts of their corresponding activities, and know the birds they are familiar with or like.
Teacher: What kind of birds do you like? Why?
Third, understand the significance of "Love Bird Week".
1. Observe the teaching wall chart and guide children to understand the usefulness of birds to human beings.
Teacher: Birds can do many things for human beings. Do you know what birds can do for us?
2. Introduction Most of the birds in "Love Birds Week" are beneficial to human beings. Some of them can kill pests, while others can kill mice. They are good for agriculture, forests and orchards, so birds are our good friends. In the week of the end of April and the beginning of May every year, China holds "Bird Love Week" nationwide, calling on the people of the whole country to protect and care for birds.
3. summary.
Teacher: Birds are our good friends. We should have the consciousness of caring for birds, maintaining ecological balance and protecting the environment.
Teaching plan for scientific activities Part II Learning objectives
Observe the growth of seeds and try to record the changes of seeds before and after growth with pictures.
Activities to be prepared
Plant mung beans or broad beans in a small pot in advance. After the seeds grow leaves, move the plants to the exhibition area.
Planting required materials, such as cotton, transparent plastic cups, mung beans, water, etc.
Supplementary operation data of "Seeds Grow Up" (see material production).
Activity process
Research areas:
Forms: groups
1. Please go to the exhibition area and help the teacher with the small pot with mung beans.
2. Take out the seedlings with soil and observe the leaves, stems and roots of the seedlings with the children.
3. Suggest that children plant mung beans, show them the required materials and demonstrate the steps of planting:
Put cotton in the bottom of a transparent plastic cup, and then pour in a little water.
Put mung beans on wet cotton. Children grow mung beans in their own plastic cups.
4. Let children take mung beans home for planting, and observe and record their growth.
Teachers can also let children carry out planting activities in kindergartens.
5. A week later, ask the children to bring back the supplementary homework materials of mung beans and "Seeds Grow Up" to the kindergarten to report the growth of mung beans and share the fun of planting.
Activity evaluation
Can grow mung beans.
You can complete the supplementary operation data of Seed Growth.
Scientific activity teaching plan 3 activity objectives:
1. Let children have the ability to listen to and distinguish various ringtones.
2. Stimulate children to have a certain sensitivity to sound in daily life.
Activity preparation:
Ringtones of various sounds.
Activity flow:
1. Listen and argue about various ringtones. Let children listen to various ringtones (bicycle, telephone, alarm clock, doorbell, Jason Chung, etc. ) Then guess what bells jingle. Tell us what to do when the bell rings. For example, when the bell in Rinrin rings, it tells others, "Get out of the way!" ; When the doorbell rang, Rinrin, it told us, "Someone is coming. Open the door quickly. " Wait a minute.
2. Learn to read the children's song Jingle Bells, learn to read the children's song Jingle Bells, and do imitation actions.
3. Listen to the doorbell at home, ring the doorbell of different music and imitate it with the music.
4. Play the music game Xiao doorbell:
Half the children play the host and half the children play the guest.
The small chair is the door, and the person who plays the host sits in the chair like a horse, ringing the doorbell or clapping his hands with the music. The guest actor clapped his hands and walked with the music ... When he sang "Please ring the doorbell", he quickly ran to a chair, indicating that he had come to the family. Lean back, ring the doorbell and sing "Ding Dong". Singing "Here comes a little guest", the child who plays the host quickly gets up, turns the chair to open the door, points the stool at the guest and makes a gesture of "please".
The last sentence is "Ding Dong". Two people pressed their noses at each other.
Switch roles and the game starts again.
5. The voice at home. Look at what these things are at home, what sounds they make and what they tell us.
The washing machine "boomed" and washed the clothes cleanly; The pressure cooker "whoops" and tells us: "The porridge is ready!" ; The vacuum cleaner began to whir, and it ate all the dust in the stomach; The phone "Rinrin" rang, maybe it was my mother; The radio is singing La La, and we are dancing while listening to music. The music is jingling, shh! The doll is sleeping!
Use nursery rhymes:
Jingle bells, alarm clock, Rinrin, I'm getting up. The phone is ringing, Rinrin. Hello, hello, who is it?
The bell rang Rinrin. Get out of the way. The doorbell is ringing, Rinrin. Who are you looking for?
Ding Xiaoling Rinrin, singing and dancing.
Interpretation of the fourth volume of Teaching Plan for Scientific Activities;
Paper is a common item in our life. All kinds of paper are familiar and unfamiliar to children. They can see and use paper anytime and anywhere, but they don't know the real purpose and characteristics of these papers. It is pointed out in the outline that children's scientific activities should be closely related to children's real life, and teachers should make full use of the food and phenomena around children as the objects of scientific inquiry. So I designed this teaching activity, so that children can have a certain understanding of the uses and characteristics of various common papers.
Activity objectives:
1. Know plain paper and understand its use.
2. Understand its characteristics.
3. Stimulate children's interest in scientific activities.
Highlights and difficulties of the activity:
Key points: Know the common paper and understand its use. Stimulate children's interest in scientific activities.
Difficulty: Preliminary understanding of its characteristics.
Activity preparation:
Material: 1. All kinds of paper.
2. A basin of water.
3. ppt of various papers.
Experience: Know the purpose of all kinds of paper in advance.
Design concept:
The children in the middle class have seen a lot of paper, but they only know that it is paper, and they don't know much about its valuable characteristics and uses, so I designed this activity, mainly to let the children have a deeper understanding of paper and a certain understanding of its uses and simple characteristics. In addition, the self-exploration ability of middle school children needs to be strengthened, so I let the children explore and talk about the characteristics of paper by themselves through experiments.
Design concept:
In the first part, I use the method of conversation to let children talk about their understanding of paper, arouse their interest and lead to the topic: all kinds of paper. In the second part, I show ppt, let the children observe by themselves and help them talk about the use of paper in the picture, thus solving the key point of this activity. In the third part, I use experimental methods to let children learn some characteristics of paper in their own experiments. In the last link, let the children talk about the phenomenon that the paper in their hands enters the water, thus solving the difficulty.
Activity flow:
First, introduce dialogue to stimulate interest.
Show me all kinds of certificates and ask: 1. Look what the teacher has in his hand.
Have you all read these documents?
Does anyone know the names of these papers?
4. What are their uses? Who wants to talk?
Let's look at the teacher's paintings.
Second, show pictures and understand the purpose.
Show ppt and help children talk about what the paper on each picture is for.
Teacher: Look at the teacher here. Who can tell me what these documents are for? what can I do?
Third, carry out experiments to understand the characteristics.
Let each child take a piece of paper, then soak it in water and observe what happens to the paper in his hand.
Teacher: Let the children put the paper in their hands into the water and see what happens. Tell the teacher later!
Fourth, talk about the results and end the activity.
Teacher: What paper did the children take just now? What happens when you put it in water?
Comments on the fifth lesson of scientific activities before activities
Nowadays, children live far away from the land. Although peanuts are a specialty of our East China Sea, children are also familiar with peanuts. However, due to things that are too familiar, the teaching of specific knowledge is often ignored. Once, I asked my children, where do flowers grow? However, many children say that they grow on trees and don't know that flowers grow in soil. This reminds me to pay attention to the things around my children.
moving target
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.
Activities to be prepared
1. Prepare a small basket of peanuts for each group.
2. projector.
3. Pictures of peanut growth process (germination, growth, flowering and fruiting)
4. Pencil and recording paper (one for each person)
5. All kinds of foods made of peanuts.
Activity process record
First, introduce activities to stimulate children's interest.
1. Teacher (showing 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 to touch through the bag and tell their own guesses. The teacher guided the children to tell their own guesses and reasons.
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.
Second, children explore.
(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? "
3. Teacher part: Summarize children's perception of peanut appearance.
4. Use the projector to observe collectively.
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 it like in peanuts?" (The child answers)
"Did you guess or did you see it?"
"How to open peanuts?" (The way children tell themselves)
2. Peel 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.
Children tell 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 record in different ways. Teachers can 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)
The teacher used the projector to show the children the growth process of peanuts.
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.
Fifth, taste peanut products.
The children said the taste of the food while tasting it.
This activity mainly focuses on children's inquiry. Inquiry is the essence of children's learning and the main way of learning and activities. Inquiry learning activities pay attention to the development of children's cognitive structure and the solution of problems, pay more attention to children's learning process, pay attention to children's experiences and feelings in the learning process, and pay attention to the cultivation of children's creativity and subjective personality, so that children's nature can be developed and grown, laying the foundation for the formation and development of innovative spirit and practical ability, making children's various intelligences fully developed, making them truly active explorers, and allowing them to exercise themselves in independent inquiry activities from an early age, develop good learning quality and acquire.
In this activity, teachers take the things around children as the objects of scientific inquiry. Fully mobilize children's various senses (such as: take a look; Touch it; Smell it; Try it. Wait. ) Use your brain and hands to explore the secret of peanuts. Greatly mobilized the children's desire to explore.
Abstract of teaching plan for scientific activities in large classes: Understanding peanuts: Slicing germination, growth, flowering and fruiting. Pencils and recording paper were distributed to everyone. 5. Food made of peanuts. Activity process record 1. Introduce activities to stimulate children's interest. 1. Teacher shows schoolbag: There is something in my schoolbag. I want you to touch it and see if you can guess what it is. ...
Scientific activity teaching plan 6 activity goal:
1, knowing that everyone has their own skills, I am who I am, and no one can replace me.
2. Discover your strengths and speak out your reasons for liking yourself.
3. Improve self-confidence in communicating with others.
Activity preparation:
Story courseware, garland, music tape.
Activity flow:
First, dialogue import
Who do you like in your class? Why?
Second, tell stories with courseware.
1, the first half of the story.
(Mysterious) Who is it? (Show frog courseware)
Do you like frogs? Why?
Tell stories with courseware.
Why is the frog uncomfortable? Is he really useless? Does he have any skills that others don't?
2. Tell the second half of the story.
Guess what this frog will look like now?
At the end of the story, he asked: Why is the frog happy now? What did the goat say to it?
So what skills do pheasants and squirrels have?
What did the frog say to himself at last?
Third, speak your skills boldly.
1, communicate with each other
Do you like yourself? Think about your skills.
2. Take turns telling the reasons why you like yourself.
The teacher asked the children-what skills do they have? What will you do for yourself? What else can I do for others? On-site children's performances (such as dancing, singing and martial arts) are encouraged by the teacher in time.
Fourth, hold a "praise meeting" to feel the joy of praise and being praised.
Do you find many advantages in other children? You can say it in the sentence of who I like, because he can …
↓ How do you feel when you hear so many children praise you?
Fifth, perform confidently with music.
Play the music "Let's Come Together" and jump to the front. Give everyone a confident gesture, and they will like you more.
The teacher concluded: If someone asks you, "Do you like yourself?" What should you tell him?
Activity reflection:
The purpose of this activity is to let children discover themselves, realize their strengths, boldly say "I like myself" and let children feel their uniqueness. When designing this activity, I thought it was an activity focusing on the language field, so I took the children's "listening carefully" and "speaking boldly" as the focus of this activity, and tried to be enlightening in the design and presentation of the questions and inspire children to express their wishes in front of others. At the same time, pay attention to the integration of different fields of language, art and health.
In the activity, I pay attention to communicate with children with the teacher's language and eyes, create a positive atmosphere for children, and fully mobilize their creativity and desire for expression. The activity also pays attention to the individual differences of children, especially in the form of focusing on helping and guiding several introverted children, fully affirming their advantages, allowing them to appreciate themselves and generate positive emotions, thus becoming confident. During the activity, most children showed their skills and specialties in front of everyone under the guidance of their teachers. However, there are three children with hesitant and unconfident expressions on their faces, who dare not tell their own skills and may not find their own strengths. So in the third link, I guide the children to discover the advantages of these children, praise her and praise her. Through everyone's praise, these children smiled happily and enhanced their self-confidence. So in the end, the children all said loudly "I like myself"! Let children truly feel their uniqueness. I am also very happy to see the children proud, because I have achieved my preset goal. After the activity, a female child said timidly, "Teacher, do you think Miss Wang in the dormitory likes me? She said she didn't like me because I couldn't sleep, but I couldn't sleep. " It is easy for children to think about whether others like them, so in my opinion, it is a long-term process to cultivate children's self-confidence. This activity is not over, just a starting point. In the future, I will work with other teachers and children to create a positive, lively, appreciative and praising atmosphere, and cultivate and consolidate children's healthy and confident psychology.
After this activity, we should also pay attention to guiding children to experience the happiness of success, discover the advantages of others, and learn to praise and help others. Therefore, I think it is more important to organize an educational activity and infiltrate education into children's lives. Teachers' ability to master big goals, control small goals in front of them and accept new goals at random is more important.
However, in this activity, there are still many problems in teachers' random education ability and the use of guiding language. I will constantly reflect on my educational behavior in my usual daily education, combine theory, and strive to shorten my exploration and practice process and make myself improve rapidly.
Scientific activity teaching plan 7 i. Activity theme
Science teaching plan for large class ―― Water becomes clear.
Second, the activity objectives
Through practical activities, it is realized that multi-layer towel filtration can purify sewage. Cultivate children's ability of observation, analysis and operation.
Third, the applicable object
Children aged 5-6.
Four. Resource requirements for activities
Containers filled with dirty water, clean empty cups, pens, paper, towels, filters, gauze, sponges and large jelly boxes.
Verb (abbreviation of verb) activity process
Introduction: riddle. Knives are seamless, guns have no holes, axes have no cracks, and there are no teeth to bite. The answer is water.
Children's discussion: What's the use of water?
(1) Water can wash clothes.
(2) Water can water flowers and raise fish.
(3) water can take a bath and wash your face.
(4) Water can be used for soup and porridge.
Exploration question: Here is a basin of dirty water. Please think about how to clean the water.
Children's discussion.
(1) I fished out the dirty things with gauze.
(2) I sucked up the water with a sponge and it was clean.
I wiped the water with a towel.
Try how to clean the water.
(1) I put the gauze on the empty bottle mouth, scooped up the dirty water with a jelly shell and poured it on it. I found that the water leaked into the bottle at once, but it was still dirty.
(2) I put the gauze on the empty bottle mouth and poured dirty water into it. The water in the bottle is still dirty, and the gauze is a little dirty.
(3) I put the sponge on the empty bottle mouth, poured dirty water on the sponge, and the water flowing into the bottle became a little cleaner.
(4) I put a clean towel on the empty bottle mouth and poured dirty water into it. The water is clean, but the towel is dirty.
Tell me why the experimental results are different.
(1) The "eyes" of screens and gauze are too big, and the dirty water leaks at once.
(2) Sponges have small eyes, which can make water cleaner.
(3) Towels have a lot of Mao Mao, which can stick to the mud in dirty water, so the water becomes a little clean.
How to filter with towel to make water cleaner?
(1) I folded the towel into two layers, put it on the bottle, and poured the dirty water in the basin, and found that the water flowing down was cleaner. I took another towel and put it on the first towel. I poured some clean water into the bottle, and the water flowing into the new bottle was cleaner. I took another towel and put it on the second towel. I poured some clean water into the bottle, and the water flowing into the new bottle was cleaner. Finally, I put five towels on the bottle and poured the water filtered four times into the bottle. The flowing water becomes very clean and transparent.
(2) I put two towels in the empty bottle mouth, poured the dirty water in the basin, and found that the water flowing down was a little cleaner. I took the used towels away, put two new towels in the empty bottle mouth, and poured the filtered water in, and the water became clean. Finally, I changed the towel six times and the water became very clean and transparent.
Draw your own experimental process.
Matters needing attention about intransitive verbs
1. When guiding children to filter with a towel, you don't have to twist it by hand, so that dirty water can slowly drip from the towel into a clean container.
2. Empty cups should be transparent for children to observe and compare.
3. Pour the dirty water slowly on the towel to remind the children to pour the water slowly. The towel should seal the bottle mouth to prevent the dirty water from directly pouring into the container, which will affect the experimental effect.
4. The filtered water can be repeatedly poured on the towel for filtration.
5. In order to facilitate the operation, gauze can be sewn on the traveler. Gauze can be fixed with four sticks.
Scientific activity teaching plan 8 activity goal:
1, on the basis of understanding the package, speak your mind boldly.
2. It will be matched according to the style and size of the package.
3. Let the children realize the feelings of mutual concern among a family of three.
4. Learn to record your findings in various forms such as language and symbols.
5. Develop children's observation and imagination.
Activity preparation:
Pictures of three bears, ppt, one for each person.
Activity flow:
1。 Introduce activities, show bears and stimulate children's interest in learning.
Today, our class invited a little guest. Take a look. who is it? (bear)
2. The teacher talks like a bear: Hey! I am a bear. I'm glad to come here and play with the children. Today I also invited my brave and powerful father and gentle and kind mother. Look, this is my happy family.
It's winter now, and it's really cold. Mother bear wears hats and gloves for her family. Let's have a look. What is the difference between these gloves? Please help the children and bring them a belt. Children are matched according to their size.
The Spring Festival is coming soon. The Xiong family is going to the streets for the Spring Festival. They are ready to go out. Think about it. What are they missing?
5. Children discuss and answer.
6. Then let's go to the online shop to help them choose a bag that suits their back! Let the children watch and discuss.
7. Teacher's summary: Just now we saw many bags, including men's bags, women's bags and baby's bags. They look different in shape, color and size.
8. (Children are free to choose schoolbags, backpacks and exchange discussions) Look, there are also many beautiful schoolbags around our activity room. Pick a bag you like, carry it on your back, play with it, and tell each other what kind of bag it is. Who is the best defender?
8. Children are free to choose packages and discussions. Please tell some children why they like it.
9. Look at the sign to send the package, and match it according to the size and style of the package. The teacher asked: there are three baskets in front, all of which are marked. Let's have a look. This is father bear, mother bear and baby bear. Now please put your bag in the corresponding basket.
10, teacher verification and evaluation.
1 1, Little Bear has a warm and happy home, and so do our children. Now, in groups of three, you make a warm home. Let's perform a program for the bear family. Play the music "Let Love Live in My Home" and dance with teachers and students.
Activity reflection:
Guided by the spirit of the outline. The "Outline" points out: "The content of science should be based on children's life experience and start with things around them." This activity selects bags that children are very familiar with as the activity carrier, which is easy for children to accept based on their certain life experience.