Kindergarten Science Activity Teaching Plan 1 Activity Goal
Cognitive goal: to understand the basic characteristics and uses of fingerprints through observation and comparison;
Ability goal: try to record fingerprints by "printing", and tell the differences by observing and comparing various fingerprints;
Emotional goal: take the initiative to use your head, experience the joy of discovery, and form a good habit of careful observation.
Activities to be prepared
Material preparation: fingerprint painting, PPT of fingerprint type, some white paper and inkpad, magnifying glass (one for each person) and rag.
Knowledge and experience preparation: children have painted with dyes or found fingerprints.
Activity process
First, import: appreciate the fingerprint painting and stimulate children's interest in exploring fingerprints.
Children, have you all drawn? What do you usually draw with?
Today, the teacher brought some very special paintings. Let's have a look. (The teacher presses the handprint and draws ppt) Have you found any difference between these paintings and those we usually draw?
Second, guide children to observe fingerprints and understand the basic characteristics of fingerprints.
1. Guide children to guess fingerprints.
Guess, are your fingerprints the same as those of other children? Are the fingerprints on each of your fingers the same?
2. Through hands-on operation, guide children to observe carefully and understand three different types of fingerprints.
(1) The teacher explained and demonstrated how to print fingerprints clearly.
(2) distributing information, children's hands-on operation and teachers' tour guidance.
(3) Guide children to observe fingerprints and communicate, and know the three types of fingerprints.
Everyone's fingerprints are different in shape. Scientists classify fingerprints into three categories. The first one is called dustpan-shaped pattern, with the center to the left or right, like dustpan; The second type is called bow type, and the center is like a bow; The third type is called bucket pattern, and the center is like a small whirlpool in the water. Isn't it amazing?
3. Guide children to observe their fingerprints and see how many fingerprints there are in each type.
We know three different types of fingerprints. Now, please take a closer look at your own fingerprints and see what type each of your fingerprints is. (Represents a circle, a triangle and a square, respectively. ) Count how many dustpan patterns, bow patterns and bucket patterns you have.
Third, understand the role of fingerprints.
Think about it, children. What are these fingerprints for?
Fingerprint can help the police solve the case, because everyone's fingerprint is different, it is a characteristic mark.
Fingerprint is a line formed by uneven skin, so it increases the friction of fingers and is not easy to slip when taking things.
Fingerprints are also the outlet of sweat glands, so the temperature can be adjusted.
Everyone's fingerprints are different. Generally speaking, they will remain unchanged for life. Fingerprints will get bigger with age, but the shape will remain the same.
Fourth, do fingerprint painting.
Fingerprints really play a big role. It can not only help the police uncle solve the case, but also draw many beautiful pictures with fingerprints. Would you like to have a try and draw beautiful pictures with your dexterous little hands and post them in our "Fingerprint Art Exhibition" gallery?
Teaching plan for scientific activities in kindergartens Part II Activity objectives:
1, get a preliminary understanding of how water becomes dirty.
2. Have a preliminary awareness of environmental protection and know some ways to care for water resources.
Activity preparation:
1, one tank of clean water and sewage, two goldfish.
2. Related pictures
Activity flow:
Enjoy the story first and get a preliminary understanding of the reasons why the river is sick.
Teacher: The children have all heard the story of Little Red Riding Hood and Little Tadpole looking for their mother. Have you heard the story about the river? Today, the teacher will tell the story of River's illness. After listening, please say, children, what is this story about?
Show the courseware and the teacher tells the story.
Look at the picture and answer the questions.
1. Who lives by the river? What happened to the water in the river?
2. Do ducks and fish in the river still like this river?
3. Why is this river sick?
4. What did the animals do later?
Ask individual children to answer and encourage them to answer questions boldly and confidently.
Third, do experiments: the home of small fish.
Teacher: Next, let's do an experiment to see where the little fish likes to live. Look, here are two pots of water. What is the difference?
Show the goldfish and ask: Who's here? Let's put these two small fish in these two pots of water to see the difference between the small fish in clear water and the small fish in sewage.
What shall we do (save the little fish)? Look, the little fish can swim freely again.
The teacher concluded: Therefore, clear water can be used, people can drink it, and fish can live; Sewage can't be used, people can't drink it, and animals such as fish and shrimp can't survive.
Discuss how the water becomes dirty.
Question: Do you know how the water gets dirty?
Let's look at these two pictures together. Think about which picture you like.
Where else have you seen sewage flow into the river and make the water dirty?
Is the river near your home dirty? What do you see on the water? .
Discuss how to make the water clean.
Teacher: This river is very dirty. We eat dirty water and use dirty water. What will happen?
Children's discussion.
Question: How can we keep the water clean?
If we see others throwing dirty things into the river, some children say that I didn't throw them, which is none of my business, right? What should I do?
The teacher concluded: protecting the environment starts with us. From today on, the children in 1 class will be environmental protection guards, and check whether there is garbage in every corner of our kindergarten. All right, guards, let's go.
Kindergarten Science Activity Teaching Plan 3 Activity Objectives
1. Introduce the desert to children and expand their understanding of nature.
2. Understand the camels in the desert and the main characteristics of camels and other creatures in the desert.
3. Stimulate children's desire to explore nature.
Activities to be prepared
1. Audio-visual materials on desert natural scenery and desertification control.
2. A children's book, a physical projector and a pen.
Activity process
1, guide children to observe the magnified picture of the physical projector, and get a preliminary understanding of the main characteristics of camels.
Teacher: What's on the screen? What are camels like?
Teacher: What's on the camel? What are their special uses?
Teacher: What do camels like to eat? Where do camels live?
Teacher: What's the use of camels?
The teacher concluded: Camels live in the desert. Camel's hair is thick and alive, which can prevent water loss in the body. They can also protect themselves from the sun during the day and keep warm at night. Camel's eyes produce a lot of tears, so they are not dry, and they have long eyelashes, which can stop sand from coming in. Camel's nostrils can be closed to prevent sandstorms. Camels have a lot of hair in their ears, which can prevent sand from entering. Camels have humps. Can be divided into unimodal and bimodal. Humps can store nutrients.
Camels have wide and thick meat pads on their soles. They are not afraid of hot sand and will not sink into soft sand. Camel is a means of transportation in the desert. Some people call it a boat in the desert.
2. Organize children's discussion:
Teacher: Have you ever seen a desert? What is the desert like?
Teacher: What's in the desert? (cactus, scorpion, etc. )
Teacher: What harm does the desert do to us? How should we prevent desertification?
3. If conditions permit, children can be organized to watch videos introducing the desert and learn about the characteristics of the desert and the animals and plants living in the desert. If there are no conditions, children can be organized to speak according to their existing experience, and teachers can find corresponding books and pictures to introduce relevant knowledge and experience to children.
4. Guide children to read children's books.
Look at the picture and say: What animals are there in the desert? What are their names?
Please help the camel out of the desert through the connection.
Teaching plans for scientific activities in kindergartens 4 I. Activity objectives:
1, willing to explore the basic methods and skills of dough mixing, and initially perceive the proportional relationship.
2. Be able to ask questions boldly and express different opinions.
Second, the activity preparation:
1, one set of bibs and sleeves for each person.
2. Enough flour.
3, all kinds of pigment water.
Third, the activity process:
1, show flour, lead activities.
Teacher: What's this? What can it do? (Processing noodles, making dumpling skins, flat skins ...)
Today we are going to make colored mud with flour.
(The children are very excited and have a lot of comments: Will this work? How? )
2. Show me plasticine. Teacher: What can I do to make flour as soft as plasticine in the teacher's hand?
Quite a few children will say that flour needs water. )
3. Teachers and students explore the methods and skills of dough mixing together.
(1) How to add water to flour reasonably? What if you add a lot of water at once?
On the basis of children's discussion, the teacher showed it to the children and came to the conclusion that adding too much water at once would make the colored mud too wet. If there is no spare flour, the colored mud can't be made, so the best way is to add a little water at a time, and then add it when it is not enough. )
(2) What should I do if the colored mud is too wet? What happens if it's too dry?
(I originally wanted the children to continue discussing this issue and then verify it for them. However, I found that the child's attention was not on the question I asked, but was eager to make dough, so I made timely adjustments to let the child practice with the question first and find the answer to the question in practice. )
4, the child began to mix noodles.
Children like mixing noodles very much. Some rub, some rub, some rub, in full swing. Because there is not enough washbasin, there is only one table, so we hope that children can cooperate through division of labor, for example, some are responsible for adding water and some are responsible for mixing noodles. , and * * * will complete a set of colored mud together, but obviously the children's sense of cooperation is poor. Some children said that they should add more water, while others said that they should not add more water. In the case of disagreement, they began to quarrel, and the teacher had to add water, which eased the situation. )
5. Evaluate the colored clay you made and answer the teacher's questions before you do it.
(Children can objectively evaluate their own colored mud, and some say that I am too wet and will get my hands wet; Some people say that I am too dry and easy to break down. Finally, I come to the conclusion that colored mud is easy to form only when the water is added properly. )
Reflection and adjustment: Children should be provided with a washbasin to make colored clay independently.
The design intention of the fifth lesson of kindergarten science activities;
Our class is an experimental class for planting activities in our garden. When observing and recording activities, children don't understand the shape of vegetable leaves and the record of vegetable growth process conceptually. Therefore, we will further carry out the theme activity of "Understanding Leaves" to let children experience the fun of plant changes and stimulate their interest in scientific knowledge exploration.
Activity objectives:
1, understand the basic structure of leaves.
2. Understand the photosynthesis of leaves and the significance of photosynthesis to nature.
3. Know the different growth modes of leaves and express the different shapes and growth modes of leaves with gestures.
Activity preparation:
1. The children participated in and observed the whole process of planting activities before class.
2. Leaves of several plants, such as Chinese cabbage, radish, eggplant and corn headdress.
3. Multimedia courseware (courseware 1: leaf structure courseware 2: photosynthesis courseware 3: leaf growth mode)
4. A tape recorder, recording the song "Leaves"
Activity flow:
First, the introduction of themes to stimulate children's interest in learning
1. Teacher: Today, the teacher brought many leaves. Let's see what these leaves look like. (The teacher shows the leaves in kind)
2. Q: What leaf is this? What does it look like? (Teachers guide children to use correct words after comparison, such as sharp, long, big, round ... and give complete answers. )
Teacher: Children know so many kinds of leaves. In the body of the leaf, there are several good friends hiding inside. Let's go find them now.
Understand the basic structure of leaves (play multimedia courseware 1)
1. Teacher: The first friend called the leaf edge on the edge of the leaf; The second friend is a thin line called vein on the leaf; The third friend is the leaf base at the bottom of the leaf; The fourth friend is called petiole. Ask the children to tell the correct leaf structure in kind. )
2. Teacher: I have made so many friends with Ye. Please take a breath and relax. Take two deep breaths with gestures.
3. Ask questions:
(1) Do children know what gas we just inhaled? (oxygen)
What is the exhaled gas? (carbon dioxide)
We need to breathe all the time. Where does the oxygen we need come from
Understand the photosynthesis of leaves (play multimedia courseware 2)
1. the function of light and leaves: leaves use sunlight to suck carbon dioxide from the air into the body and then release it into oxygen. (Figure 1)
2. The role of breathing: We breathe in the oxygen released by leaves all the time, and at the same time exhale the useless gas carbon dioxide. (Figure 2)
3. Function of leaves: Leaves continuously inhale carbon dioxide into the body to make oxygen, and then release it for natural absorption. (Figure 3)
4. Teacher's summary: The photosynthesis of leaves depends on light to make oxygen, the body of leaves is a factory to make oxygen, and the friends of leaves are factory workers. Please come and have a look again. How do these leaves grow?
Understand the growth mode of leaves (play courseware 3)
1. Teacher: Organize children to observe the different growth modes of leaves.
2. Please describe the different growth modes of three kinds of leaves and demonstrate them with gestures.
3. Teacher's summary: A leaf that grows upward is called alternate; The two leaves are opposite to the upward growing leaves. Three or more leaves that grow together are called whorls.
4. Teacher: Please show all the children the growth pattern of leaves.
Put one hand on the bottom and the other hand on the top, and put your fingers together to make alternate leaves;
Hands and bowls together, fingers straight, indicating two leaves, making opposite leaves;
Two or more children do it together. One child's hand and wrist are close together, indicating two leaves, and another child reaches out to indicate the third and fourth leaves, making the shape of a wheel.
5. Teacher's summary: Children know that leaves are various, know the photosynthesis of leaves, and understand the different growth modes of leaves. If you find strange leaves outdoors, you can collect them and take them to kindergarten for teachers and children to enjoy.
The last part (playing the tape "Leaves")
Teacher: There are many leafy headwear here. Children are free to choose their favorite headdress. Let's dance to the music.
(paragraph 1: act out the shape of the leaves. The second paragraph: show the growth mode of leaves. The third paragraph: perform a breath of fresh air. )
Activity expansion
Children can go outdoors to find different shapes of leaves, broaden their horizons and consolidate their learning effects.
Kindergarten Science Activity Teaching Plan 6 Activity Objectives:
1. Understand the light source. Intensity will affect the clarity of shadows.
2. Explore the influence of the distance between the light source and the object on the shadow.
3. Describe the experimental results in language.
Key points and difficulties:
Understand that the intensity of the light source affects the clarity of the shadow.
Activity preparation:
Various light sources with different intensities, white walls, and things that are readily available around you.
Activity flow:
First, children experience different light sources through experiments and guesses.
1. Share various items that can be used as light sources.
What did you bring that glows? Introduce it.
2. Compare the intensity of each light source. Guess which light source is stronger? Which is weaker? Let's see if this is the case.
Second, group children and guide them to explore the influence of light intensity on shadows.
1. Children guess the relationship between light intensity and shadow.
2. Children's free grouping experiment.
Third, the teacher does the experiment and shares the experimental results with the children.
1. A representative from each group will talk about your experimental results. What about shadows when the light source is strong? What about shadows when the light source is weak?
If the teacher comes to do the experiment again, will the result be the same as yours?
Fourth, the teacher asks questions again to guide children to explore the influence of the distance between the light source and the object on the shadow.
1. Sunlights are also used as light sources to illuminate shadows. Why are shadows sometimes big and sometimes small?
2. When the distance between the light source and the object changes, the size and shape of the shadow will also change. The longer the distance between the light source and the object, the smaller the shadow, the shorter the distance and the larger the shadow.
Kindergarten Science Activity Teaching Plan 7 Activity Objectives:
1, learn to measure the weight of an object with a balance.
2. Know that the weight of an object is related to many factors.
Activity preparation: sorting boxes, scales, building blocks, billiards, plastic balls, cotton and children's math books.
Activity focus: learn to distinguish the weight of objects.
Difficulty: Children measure the weight and lightness of objects by hand.
Activity flow:
1, accumulate perceptual experience about the weight of objects:
Children are asked to compare the weight of objects with their existing experience.
-"Are these objects the same weight?"
Encourage children to weigh by hand. Help children find that the weight of an object is relative. Some objects have little difference in weight, so it is difficult to weigh them by hand.
Show me two things of similar weight.
-"How do I know which of these two things is heavier or lighter?"
2. Introduce the measuring tool-balance:
The children tried to measure the weight of an object with a balance and introduced the use of the balance. The line of sight must be in the center, so handle it gently.
-"Guess which of these two things is lighter and which is heavier?"
Let the children try to measure and verify with a balance.
3. Select objects with the same volume and different textures to compare their weights, and understand that the weight of objects is related to textures:
Show two boxes of different sizes (cotton in the big box and iron in the small box). Let the children guess which is lighter and which is heavier, and then verify it with the balance.
Ask children to do the exercises in children's books.
Extended activities: children engage in operational activities: compare who is more important and who is less important.
Design intention of teaching plan 8 for scientific activities in kindergarten
Children become big brothers and sisters in kindergartens after they are promoted to large classes. This role change has made children fully realize the pride of growing up. The purpose of the activity is to guide children to discover the changes of their height and weight with scientific measurement methods, and intuitively feel that they have grown up by one year. Guide children to try to use different tools and methods to measure height, waist circumference, etc. Inspire children to carry out exploration activities independently, so that children can learn simple methods of comparison and recording in the process of measuring each other with their peers. Growth is a process. I hope to help and promote the establishment of children's independence, self-confidence and autonomy through activities, so that these qualities will always accompany children's growth and lay the foundation for their future development.
moving target
1. Learn to measure people's height and fatness with rope and wool.
2. Learn simple comparison and recording methods.
3. Feel the pleasure of measuring each other and feel their differences.
Activities to be prepared
1. Each group of children has a height record paper, a fat record paper and a box of watercolor pens.
2. Several nylon ropes and wool ropes with different lengths: Put white paper on the wall with corresponding height in advance.
3. Music tapes and tape recorders of "Masters Go, Shorts Go".
Activity process
Music aroused children's interest in activities.
Accompanied by the music of "the master goes, the dwarf goes", lead the children to alternate actions, make a step, kneel down and walk into the activity room.
(Comments: Let children feel the height and the change of height in music games, and stimulate their desire to explore height. )
Learn how to measure height.
1. Children, just now we walked with the music Taskmaster and the dwarf. Are all the children in our class the same height? Who is the tallest?
Children are free to discuss and recommend the tallest child they think.
2. How can I know my height? Is there any other way?
The measurement method proposed by children: back-to-back comparison method; Measure things (ruler, rope, notebook, book ...); Compare it with the wall.
Every time a child says a method, the teacher asks the child to come and try it.
Suggest that children pay attention to: ① stand up straight; ② Measure from bottom to top along the middle spine of the body; (3) Compared with the wall when two people stand in the same position.
3. Organize children to be divided into five groups to try to measure their height, and record the measurement results on the recording paper, and the teacher will tour to guide them.
Children have learned many ways to measure their height. Please ask your good friends to measure each other's height.
(2) Show the height record form and encourage children to record the measurement results in their own way.
Please line up the children in each group from high to low and check whether the record just now is correct.
Explore the method of measuring fatness and thinness
1. The teacher leads the children to think: I want to know where my partner's fatness should be measured.
2. Let children explore measurement methods with each other.
It is suggested that children should pay attention when measuring: when measuring waist circumference, pay attention to where to start and where to end.
3. Organize children to measure waist circumference.
Children can take nylon rope, wool rope and other "measuring tools" with different lengths at will to measure each other's obesity (waist circumference).
Teachers tour to guide and remind children to record the measurement results.
(Comment: The scientific goal of the outline clearly points out: "You can explore problems with multi-sensory hands and brains; Express in an appropriate way and exchange the process and results of exploration. " In the above two links, guide children to have a look, try, compare and talk, and many senses are involved. Unconsciously, they use various methods to measure the height and thinness of themselves and their companions, and are interested in their own growth. At the same time, the record table of height and obesity is designed as two independent tables, and the corresponding record table is distributed in each measurement activity to avoid confusion and mistakes in children's records. )
health education
Guide children to discuss: how to make themselves grow taller and fatter, and how to have a healthy body.
(Comments: Through discussion, let children know the importance of good habits such as not picky eaters, not overeating, exercising diligently and ensuring adequate sleep, so that this activity can be sublimated. )
Extended activity
1. Organize children to operate various materials (books, notebooks, pencils, branches, paper, etc.). ) Through natural survey, indoor objects are measured in the activity room, and trees are measured outdoors.
2. Place tape measure, ruler and other length measuring tools in the puzzle area to teach children to learn accurate measurement and recognition.
Kindergarten Science Activity Teaching Plan 9 Activity Objectives:
1, perceive all kinds of fruits, make fruit platters, taste the taste of fruits, and cultivate children's sense of touch, smell and taste. 2. Children feel the joy of autumn fruit ripening.
Activity preparation:
1. Visit the orchard before the activity. 2. Apple, pear, banana, citrus, grapefruit, pomegranate and other fruits. Each person has five plastic plates and a plastic knife. Activity flow:
Today, the farmer's uncle sent us a lot of fruit. Let's see what fruits we have.
Second, the perception of fruit.
1. Observe fruits in groups (guide children to feel the color and fragrance of fruits by looking, touching and smelling).
2. Pay attention to communication and discussion. Encourage children to boldly tell others what they see, touch and smell.
Third, the fruit platter competition.
1, children's group discussion: how to make a fruit platter
2. Children make fruit platters in groups (the teacher helps the children cut them)
3. Appreciate the fruit platter of each group, and the children will evaluate it. 4. Taste the fruit platter meeting, guide the children to taste their own fruit platters and talk about the taste.
Fifth, the "fruit" game is over.
Kindergarten science activity teaching plan 10 activity goal
1, know and speak the appearance characteristics of the computer, and exercise the language expression ability.
2. Know that computers can bring great convenience to people's life, study and work.
3, through practical operation, cultivate children's hands-on operation ability.
4. Experience the sense of accomplishment in solving problems.
Emphasis and difficulty of the activity
Activity focus: be able to tell the purpose of the computer in combination with life experience.
Activity difficulty: Can reasonably imagine and design computers.
Activities to be prepared
1. Preparation of teaching AIDS and learning tools: one computer.
2, knowledge and experience preparation: let the children try to operate the computer by themselves, and feel the various functions of the computer.
Activity process
First, guide children to observe the computer, tell the appearance characteristics and components of the computer, and stimulate children's interest and curiosity about the computer.
Teachers operate computers to make children feel that computers can watch CDs, listen to music, draw pictures and other functions.
Discussion: What convenience can computers bring to people? What do mom and dad do with computers?
The new computer I designed. After the discussion, please choose a child from each group and talk about their thoughts.
Activity expansion
Art activities: Let children draw computers by themselves.
Situational extension: put the computer in the corner of the activity room, teach children to operate correctly, let them operate the computer and play simple educational games.
Family extension: parents can take their children to visit the computer city on rest days to increase their children's perceptual knowledge of computers.
Activity analysis
Computers are one of the things closely related to children's lives. Choosing a computer as a topic of conversation can give children something to say. In activities, children are always excited by listening to other people's stories and participating in discussions by themselves. In such an open, all-language environment, it is in line with the goal of small-class children's language education to learn to speak around the theme and express themselves in short sentences under the guidance of teachers.
Active attention
1, the teacher pays attention to reminding the children of the correct operation method of using the computer.
2. Encourage children to imagine reasonably and design their ideal computer.