Self-protection teaching plan 1 teaching objectives:
1. By studying the text and combining with your own life practice, you can improve your awareness of self-protection, learn to survive, express your own views and state your thoughts on learning to survive and protect yourself.
2. Be able to write a composition about self-protection, explain clearly what happened and write clearly the methods of self-protection.
3. Be able to participate in group cooperation review and modify your own works.
Preparation before class:
1. Things or cartoons that pay attention to self-protection in life.
2. Collect stories about self-protection read in books, newspapers and magazines.
Teaching process:
First of all, open your mind and introduce topics.
Have you read Robinson Crusoe and Tom? In the Adventures of Sawyer, we met two heroes, Robinson and Tom Sawyer. They will not be discouraged in the harsh environment, and they can independently challenge difficulties and create their own survival myths. Today, you may never meet anything like Robinson Crusoe and The Adventures of Tom Sawyer again, but it is very important for everyone to learn to survive and have the ability to protect themselves.
Second, face up to reality and exchange views.
1. Story introduction and exchange of views (slide presentation-report materials)
It is reported that a young man who was admitted to a famous university applied to drop out of school one month after registration because he could not take care of himself after living on campus, and even could not peel a boiled egg. according to
He said that before he entered school, everything in life was taken care of by his parents. His task is reading. After this report came out, it caused people from all walks of life to talk about it. Some blame parents, others criticize children. Who do you blame for this result?
Discuss at the same table and communicate with the whole class (blackboard writing: learn to stand on your own feet and learn to survive)
2. Collect topics and discuss them in categories.
(1) What do you think of when you see the words "learn to survive"? Communication should be self-reliant and learn to protect yourself.
(2) Students, life is not smooth sailing. In real life, we may encounter all kinds of dangers and disasters, which requires us to study science well and protect ourselves and others bravely with science and wit. Please think about it: What dangers and disasters may we encounter in our life? Thinking and discussing
Students communicate and the teacher comments in time (show slides-blackboard content).
Natural disasters: earthquake, flood, storm, lightning, debris flow. ...
Social disasters: fraud, robbery, theft …
Accidents: getting lost while traveling, heatstroke, food poisoning. ...
Third, exchange measures and learn to survive.
1. What should we do in the face of the disasters and dangers listed above? (Student communication, teacher classification: Students talk about all kinds of popular science knowledge learned from books, some from movies, TV newspapers and some from their own experiences. These are all survival skills. In the future life, we must use what we have learned to deal with dangers and disasters, learn to survive and learn to protect ourselves. In this lesson, let's write down our experiences and feelings with the theme of "Learn to survive and protect ourselves". (slide show)
Fourth, the theme and requirements of the exercise.
1. Show the exercises (show the slides)
2. Show homework requirements: (slide)
Five, homework guidance:
1. Telling stories helps to open your mind:
In retrospect, which self-protection story impressed you in oral communication?
Ask some students to tell a story (simply)
Draw up a title for the article according to the content of the self-protection story you want to write most. (If you have any requirements for the proposed topic, please see the requirements for the proposed topic in the slide show).
Students talk about their own topics and then show slides to choose from.
Through oral communication, we have accumulated many stories about self-protection, but how to express these stories concretely? Let's take a look at this problem. What are the writing methods for students to recall Robinson Crusoe and The Adventures of Tom Sawyer? Discuss it in the group and tell the story you want to write. For example: I want to write-other students added: What other methods do you think can be used in this matter? Have you adopted the ideas of these students? )
5. Show the method of generalization: the detailed description makes people feel immersive; Vivid language description makes people feel immersive; Psychological description makes people understand the changes behind things; Side contrast will make the image of the protagonist more vivid; Write in order of events to make the article clear, etc. Also pay attention to the writing that echoes before and after.
6. Next, let's look at two examples to see what other good ways you can find from the examples to help you write a good story. (Students read the textbook Spark of Wisdom 168. What a brave Maria, she saved her partner on the premise of self-protection; What a capable Jiang Xue! She knows how to take up legal weapons to protect our rights. After reading the story, did you find a good way to help you write a good story? Name it:
(1) When you write an article about something, you must write it in the order of development, give a clear account of the time, place and person of the incident, and write clearly the cause, process and result of the incident. Among them, it needs to be described in detail to write out the thrills of things.
(2) also pay attention to the writing of echo before and after. Look at the paragraphs behind these two stories and see what you should write besides self-protection. The truth learned from the story is enlightenment or gain. A slide showing the summary, that is, the exercise outline)
Writing is inseparable from the writer. In the process of taking notes, we must write the characters' language, demeanor, movements and psychological activities carefully and realistically, so as to show the ideological quality of the characters and better express the meaning contained in this matter, which is the central idea of the article. )
7. Tutoring the beginning of the composition-show the example at the beginning.
Sixth, guide students to work freely.
Students' compositions and teachers' itinerant guidance.
Self-protection teaching plan 2 large class: self-protection of plants (key area: science)
Activity objectives:
1, know the self-protection methods of mimosa, pine and cactus.
2. In the process of exploring plant self-protection, stimulate children's interest in exploration and experience the fun of discovery.
3. Be able to make bold guesses about problems and actively verify them. In communication, I can clearly state the results of my exploration.
Activity preparation:
Material preparation: 1, 2 pots of mimosa, 2 branches of pine (with leaves) and 2 pots of cactus.
2. Various materials and pictures related to mimosa, pine and cactus.
3. Pictures of polar bears, chameleons and other animals
4. Plant self-protection video.
Experience preparation: let children know several methods of animal self-protection, and know the names and activities of common plants:
First, look at the picture import activity.
1. Look at the pictures and talk about how these animals protect themselves.
Teacher: Who knows how polar bears protect themselves? How does the chameleon protect itself?
2. Boldly guess the method of plant self-protection.
Teacher: Animals have their own ways to protect themselves. How do plants protect themselves?
Second, show mimosa, pine branches and cactus respectively, and explore how they can protect themselves.
1. Introduce the names of three plants respectively. (mimosa, pine branches, cactus)
Children explore in groups and communicate their findings with each other through observation and touch.
The children were divided into six groups, and each group explored a plant. )
The teacher concluded: every child has found his own protection method, but is it what you think? The teacher has prepared information and pictures related to these plants for you. Let's find the answer together!
3. Work in groups to find information and encourage children to further explore and verify their ideas.
4. Ask individual children to share their own exploration process and verification results. The teacher added it appropriately.
Third, expand children's horizons and perceive the methods of self-protection of other plants in nature.
1. Watch videos of other plants protecting themselves.
Teacher: It is not enough for plants to protect themselves. We need everyone to protect them. Now, let's go out and see what other plants are protecting ourselves.
Activity expansion:
Regional activities:
1. Put all kinds of materials and pictures of this activity in the language area for children to browse after the activity.
2. Put mimosa, pine branches and cactus in a natural corner so that children can observe them all the time. Hometown activities: Parents are encouraged to take their children to contact nature on weekends and feel the magic of nature.
Self-protection Lesson Plan 3 Activity Background:
Man is a social creature, and no one can live without society, let alone develop. The primary and core factor in the social environment is people. And "survival education" has become a topic of great concern in the current children's quality education activities. I remember once, I told the children the story of "the farmer and the snake". After the teaching activity, the children's discussion immediately exploded: "I killed this frozen snake when I saw it." "I saw it and ran away." "I'm not happy to save him?" Then a loud voice said, "why don't you save it?" In fact, it is very pitiful! Also need help! Didn't the teacher say that we should be ready to help others? Do you want to learn from Uncle Lei Feng and lend a helping hand when others are in trouble? " This led to an argument.
Indeed, there is a contradiction between reality and tradition in today's society. Usually, we often educate our children to be helpful and give love to those in trouble, but sometimes it backfires and confuses them. "Is it wrong to help others?" The new syllabus points out that the choice of educational activities should not only be close to children's life, but also help to expand children's experience and vision. So we say, "If a stranger asks you for help, should our children help?" Theme discussion. I hope that through the form of debate competition, children can express their opinions freely, cultivate their spirit of questioning, help them establish a correct outlook on life and values, and make progress and grow together with them!
Activity objectives:
1, germinate and establish the consciousness of survival and self-protection, and gradually improve your ability to distinguish right from wrong in life.
2. Be able to correctly handle special situations in interpersonal relationships and do what you can.
3. Expand the way of thinking, cultivate the spirit of questioning and improve the ability of language expression.
Activity preparation:
1, the children are divided into pros and cons according to their own wishes (all the children in the class participate in this activity, * * * With the collection of information, the pros and cons discuss and recommend contestants. )
2. Invite parents * * * to participate in this activity, collect information with children * * *, and make suggestions for children.
3. Lei Feng's photos, music tapes and newspapers. Activity flow:
First of all, the moderator introduces the topic and both sides of the debate. Stimulate children's interest and desire for debate through the teacher's language guidance.
Second, the pros and cons statement:
1, the positive argument States the point of view.
2. The opposing party argues and states its own point of view.
3. Put forward two arguments to state your point of view.
The opposing sides argue their views.
5. Three affirmative arguments state the point of view.
6. The opponent stated his views in three arguments.
Third, the offensive and defensive stage:
Choose your opponent's defensive friends to attack and argue.
Fourth, free debate:
The pros and cons debate freely, and the teacher reminds the children to respect each other's speeches and control their emotions in time.
Verb (abbreviation of verb) conclusion:
Four debates between the two sides summed up their views respectively.
Six, the teacher summary:
As children of both sides, what they said is very reasonable. Positive children think that helping others is the traditional virtue of our Chinese nation. As children, we should inherit this fine tradition, learn from Uncle Lei Feng and lend a helping hand to others. Love is the most beautiful language in the world, and love is the noblest sentiment of people. "As long as everyone gives a little love, the world will become a beautiful world. ..... "So when strangers ask us for help, we children should lend a helping hand!
The children on the other side think that we are young, lack the ability to distinguish right from wrong and protect ourselves, and can't help others casually. If we help others easily, we may become more and more busy and even hurt ourselves. Therefore, when strangers ask us for help, we children should not help!
Friendship comes first, competition comes second, we are competitors on the field and bosom friends in life. Let's hold hands and hug!
Activity reflection:
First, promote the development of young children.
Promoting children's development is the fundamental purpose of preschool education. Teachers always participate in this activity as researchers, supporters and guides, giving full play to children's autonomy and enthusiasm. In this debate, the children are very excited and actively collect information, hoping to shine in the debate! Even Liu Liu, who seldom speaks at ordinary times, stated his views in front of the class.
Through this activity, children understand a lot of truth and cultivate their questioning spirit. I remember at the beginning of the activity, many parents were also puzzled: how can such a young child participate in the debate? Will such activities have a negative impact on children? The result surprised parents. The children not only completed the task well, but also did it well!
Second, make use of various educational resources.
Educational resources refer to material and spiritual resources of positive significance to preschool education and children's development. The most noteworthy thing is to use family resources and community resources, and make full use of human resources, social resources and cultural resources of families and communities. Home cooperation has always been a bridge between kindergarten teachers and parents to cultivate children, and it is also an effective way to cultivate children's physical and mental health. In this activity, a large number of examples need to be prepared, and teachers' limited educational resources are far from meeting the needs of educational activities. In the preparation materials, children often ask the teacher, "Can I have this picture?"
"Teacher, my information is at home. I'll call you at night. "
"I went to look for a newspaper with my father today ..." Parents and children collected many pictures and examples from newspapers, internet and books, which is also one of the keys to the success of our activities.
Third, it triggered the teacher's guess.
The new syllabus points out that the choice of educational activities should not only be close to children's life, but also help to expand children's experience and vision. As our teacher, through this debate, by allowing children to express their opinions freely, we have fully tapped the potential of children, fully stimulated their questioning spirit, and let us deeply appreciate the power of children. Our children are independent individuals and have their own unique thinking. As our teachers, we should be supporters, encouragers and participants in children's activities. We should learn to listen to children's thoughts, learn to understand children, respect every child, learn from them and grow up with them!
Self-protection lesson plan 4 I. Purpose of the activity
1, so that the team members can master some health knowledge and first aid techniques and learn to protect themselves.
2. Consolidate and expand the players' understanding and application of "self-protection" knowledge through dancing, knowledge quiz, storytelling and improvisation, and cultivate their abilities in all aspects.
3. Form an atmosphere of learning and preaching safety knowledge, cultivate the awareness and ability of team members to protect themselves, and lay a good foundation for their healthy growth.
Second, the target audience: all sixth-grade students.
Three. Location: classroom
Fourth, activity preparation
1. Collect "self-care" knowledge and first aid skills learned in health education textbooks and activity classes.
2. Rehearse the dance "Let's go for an outing", "Huawa in 2 1 century" and "We learned to protect ourselves".
3. Magnetic tapes, tape recorders, several "self-protection" medals, sanitary bags marked with the Red Cross, salt water, iodine, gauze, cool oil, telephone, fan, towel, purified water, wooden sticks and wires.
Verb (abbreviation of verb) activity process
(1) Introduce the significance of this activity:
In order to make us grow up healthily and safely, to respond to the activity of establishing a "safe school" in our school, and to let the team members master more safety knowledge and first aid techniques, we have carefully prepared a theme squadron meeting of "self-care" activities.
(B) "self-protection" ability performance and knowledge contest:
1, dancing (we went for an outing)
Accident: On the way to the primary school, a team member accidentally grazed. What should I do?
Treatment: First, wash the injured surface with salt water, then dry it with a sterile cotton ball, then apply iodine on the rubbed surface, and then rub it with an alcohol ball. Lighter ones don't need dressing, and heavier ones need to be covered with sterile gauze.
The most common dressing method is to cut the end of the bandage in half and then tie a knot.
2. Quiz and improvisation
(1) Which day of the year will be designated as "National Safety Education Day for Small and Medium Players" in China.
(2) What are the traffic command signals at intersections?
(3) Improvisation: If you accidentally burn your hand.
Treatment: For minor burns, clean oil, soy sauce or toothpaste can be applied to the injured surface.
3. The article "We have learned to protect ourselves"
Paragraph 1: In the activity class, the teacher tells the story "Alarm".
Segment 2: On the way home from school on a hot summer day, a team member suffered from heatstroke. Rescue method: immediately lift the patient to the shade, let the patient lie on his back, unbutton his clothes, and fan the wind to help dissipate heat. You can wipe the patient's temple with cool oil or spray it gently with cold water.
Segment 3: When Liangliang came home, he found his grandmother lying on the ground because of gas poisoning. He quickly gave her first aid with the first aid method he learned at school.
Rescue method: immediately move the patient to a well-ventilated place, open the doors and windows at the same time, unbutton the clothes, feed the patient some vinegar, and finally call the emergency number "120".
4, knowledge question and answer
(1) If you accidentally catch fire, will you run with the wind or against the wind?
(2) If you are cooking, the oil pan suddenly catches fire, and there are three things in front of you: the lid, the fire extinguisher and the water. How do you handle it?
After dinner, Liang Liang clamored for his father to take him swimming. Is that so? Why?
5. Dance "China Baby in 2 1 Century"
Accident: A group of happy young players accidentally bumped into live wires on their way to school. What should they do? At this critical moment, the children solved the problem with their own wisdom and protected themselves.
First aid: Pick up the electrocuted person with a wooden stick. (It should be noted that you can't directly pull the body of the person who gets an electric shock by hand, so as not to conduct current. )
(iii) Concluding remarks
The times call for cross-century talents, and cross-century talents must first learn to survive. Team members, don't forget, you must pay attention to safety in your daily life and learn to protect yourself. Let's put on the medal of "self-protection" and embark on the starting line to the 2 1 century. Remember, all children are happy and safe every day.
Self-protection Curriculum Plan 5 Activity Objectives:
1, through operation, pairing, etc., let children know how several common animals protect themselves, and know that there are many ways for animals to protect themselves.
2. I can find the answer about the method of animal self-protection from the information provided, and I am very interested in the method of animal self-protection.
Activity preparation:
Children: have scattered experience in animal self-protection.
Materials: multimedia courseware, books, pictures, scoreboards, record sheets, pens, and some animal pictures.
Activity flow:
First, import and watch multimedia.
Watch "Little Gecko Borrows Tail"
Teacher: What happened just now? How do geckos protect themselves?
Teacher: Why did the gecko break its tail?
Teacher: It's a way for geckos to protect themselves. Will you die if you break your tail?
Teacher: Do you know what this behavior is called?
Show marked picture-regeneration.
Summary: There are many animals in nature. In order to prevent the enemy from hurting themselves, they have many ways to protect themselves, and regeneration is just one of them.
Second, explore ways for animals to protect themselves.
1, exchange children's existing experience
Teacher: Do you know any other animals that can protect themselves?
Teacher: Tell the children around you what you know and draw it on the record.
Children communicate with each other and write animal self-care questionnaires.
Talk, the teacher shows the pictures of animals' self-protection methods that children say.
Summary: There are many ways for animals to protect themselves, some run very fast, some jump very high, and there are hard shells, stings, playing dead, protecting colors and regenerating.
2. Children explore independently and record in pairs.
Provide multimedia courseware, pictures and other materials, so that children can freely find ways to protect themselves.
The teacher shows the animal tag card.
Teacher: How do these animals protect themselves? Please guess.
Guess, kid.
Teacher: I received a lot of information about these animals today. Can you find out how these animals protect themselves and record them?
Teacher introduction record form.
Teacher: How did you find so much information?
Teacher: You can ask the teacher for help when you encounter difficulties.
Children explore and pair records.
3. Communicate children's findings
Pay attention to the introduction of animal self-care methods.
Teacher: How can mussels protect themselves? Where did you know that?
Teacher: Is his discovery correct?
The teacher communicates with the next animal.
4. Expand children's experience and watch multimedia.
Teacher: What have you found?
Teacher: Besides pliers, what can lobsters do to protect themselves?
Teacher: hard shell ... regeneration ...
The teacher introduced the weasel's self-care methods and expanded his experience.
Third, perform the game: "The natural enemy is coming" (depending on the length of children's exploration time)