Middle class science activity lesson plan 1
Activity goals
1. Preliminarily understand the characteristics of directional changes such as the movement of shadows with the movement of the light source, and learn to simply measurement method.
2. Cultivate children’s ability to discover and solve problems through exploration activities.
3. Cultivate children’s interest in learning, curiosity and desire for knowledge, and develop children’s observation, thinking and imagination.
Activity preparation
1. One small flashlight for each person, and one toy, glue bottle, and tumbler doll for each group;
2. One watercolor pen for each group , one small mirror for each group, and one piece of recording paper for each group.
Record of the activity process
Analysis before the activity:
In daily life, although many scientific mysteries and principles are not yet understood by children, But the interest and desire for knowledge they show will become a huge driving force for them to learn science and love science. "Changing Shadows" uses teachers to tell the story "Shadow" to stimulate children's interest in exploring shadow activities. Then let the children do the operations themselves and practice them in small experiments, which will help broaden the children's ideas of exploration. Through repeated operations and comparisons, the children's observation, imagination, creativity, and hands-on abilities will be improved. Very good development. The focus of the activity: let children know that objects have shadows, but the shadow must be produced by light, and the object must be opaque. The difficulty of the activity: Let the children do a small experiment with shadows, and then let the children do it themselves. Understand that shadows change because light comes from different directions.
Activity goals:
1. Understand the characteristics of shadows that move with the movement of the light source and other directional changes, and learn simple measurement methods.
2. Cultivate children’s ability to discover and solve problems through exploration activities.
3. Cultivate children’s interest in learning, curiosity and desire for knowledge, and develop children’s observation, thinking and imagination.
Activity preparation:
1. One small flashlight for each person, and one toy, glue bottle, and roly-poly doll for each group;
2. One watercolor pen for each group Only, one small mirror for each group, and one piece of recording paper for each group.
Record of the activity process:
1. The teacher tells the story "Shadow" to introduce the theme and stimulate children's interest in learning.
Teacher: Why is it that the sun is so hot but the little bear is so cool while lying in the shade? Later, he was burned by something and woke up. Can you tell the little bear the problem he encountered? Inspire children to explore the mysteries of shadow.
2. Teachers allow children to observe through small experiments, so that children can understand the conditions for shadow production and have a preliminary understanding that shadows move with the movement of the light source.
(1) The teacher places a "roly-poly" doll toy on the prepared table and shines a flashlight from the left side of the toy to let the children know that light must be irradiated to produce a shadow.
(2) Move the light of the flashlight from the left to the right and top of the toy, and ask the children to observe and discuss the changing process of the shadow. Let children initially understand that shadows move with the movement of light.
Comment: This link mainly stimulates children's interest in learning science and cultivates children's curiosity by letting children listen to stories and observe teachers operating experiments.
3. Use various operating materials to allow children to operate by themselves.
Each child holds a small flashlight and makes full use of various operating materials to find shadows and further understand the conditions under which shadows are produced and the characteristics of their changes. During the tour guidance process, the teacher first guides the timid children, then the medium ones, and finally the strong ones. The children discovered many secrets of the shadow during the operation. (For example: the shadow is sometimes in front, sometimes behind, sometimes on the left, sometimes on the right, etc.). A child was shining the light, and suddenly the shadow disappeared. He felt confused. It turned out that he had put the flashlight on the object.
Comment: This link mainly allows children to use their hands and brains to find changing shadows. Through repeated operations and comparisons, they can discover questions and get answers, which helps to broaden children's exploratory thinking and cultivate their interest in learning. , curiosity and desire for knowledge.
4. Help the little bear solve problems:
Through small experiments, the child helped the little bear come up with many good ideas (such as asking the little bear to sleep in the shade of a tree, changing positions regularly, Or set up a small tent, etc.)
Comment: This link is mainly to improve children’s ability to find and solve problems in experiments.
5. Games: catching shadows, measuring shadows
The teacher leads the children outdoors and divides the children into 6 groups. Each group chooses a child with strong ability to reflect in the mirror. The sunlight shines on the walls and the ground, and other children catch it with their hands and step on it with their feet. Then use a watercolor pen to measure the length of the shadow, see how many watercolor pens the captured shadow is, and record it.
6. Extended activities:
1) The teacher leads the children to observe the shadow of the banyan tree in the kindergarten in the morning, noon and afternoon, and then uses chalk to draw the outline of its shadow, and then draw Compare.
2) Arrange for children to go home and play shadow games with their parents, so that children can discover more knowledge about shadows.
Teacher’s comments:
In this science education activity, the children always actively and creatively learn through relaxed, happy and unrestrained “play”. Explore and discover problems during operation, get answers, and broaden children's exploration ideas. Truly experience the positive emotion of “I can do it.” The disadvantage is that if I can take the trouble and spend more energy and time to provide more suitable materials for the children before carrying out the operation activities, it will be better to carry out this activity. In the future teaching process, I must pay attention to observation, accumulate data, and constantly summarize and deepen, so as to better promote the development of scientific education activities.
Teaching content appendix:
Shade of the tree
The scorching sun, the cool shade of the tree, the little bear lay in the shade of the tree, sleeping soundly and sweetly . Suddenly he was woken up by something hot. The little bear jumped up, rubbed his eyes and looked: Oh, the shade of the tree ran away, who is kidding? The little bear was very angry. He asked the little tree, and the little tree said, "I don't know!" He asked the bird, and the bird said, "I didn't see it!" A puppy came over. The little bear asked the puppy, and the puppy said: "Think about it for yourself!"
The little bear looked up at the sun, and the sun was laughing; the little bear looked down at the shade of the tree, and the shade ran to the other side. The little bear patted his head: "Oh, I know, it's the sun that's kidding."
The little bear found a wooden stake and a rope... He nailed the shade firmly and tied it tightly.
The little bear slept in the shade of the tree again, sleeping soundly and sweetly. After a while, the little bear was woken up by something hot again.
The little bear jumped up and waved his fist at the sun: "You are so bad, you are so bad! Science activity lesson plan for middle class 2
Activity goal:
1. Understand the difference between raw eggs and cooked eggs
2. Be able to observe carefully during the operation and speak out the observation results boldly
3. Experience the fun of cooperative operation and exploration
Activity process:
1. Arouse children’s interest in exploring eggs by presenting real objects
Teacher: The teacher brought many egg babies for us to look at Are they all the same?
2. Distinguish between raw and cooked eggs through various experiments
Experiment 1: Distinguish between rotating eggs and those that cannot. Eggs
“Teacher, here are two eggs. Let’s see what they will do. ”
(Rotate) Put the rotating egg into the red basin, and vice versa.
Teacher: Children, do you want to give it a try? The teacher prepared an egg for each child and asked us to spin it. Can the egg in your hand spin?
(Children operate to separate the eggs, and the teacher checks them one by one)
Experiment 2: By peeling the eggs, we understand that the rotating ones are cooked eggs, and the opposite is raw eggs
Teacher: Why do some eggs spin and some don’t? Let's peel it back and see what's the difference?
Teacher’s summary: Cooked eggs are solid, with white egg blue wrapping yellow spherical yolk; raw eggs, egg white is transparent, and the egg yolk is round and liquid.
Experiment 3: Understand the structure and composition of eggs by observing them
Teacher: What are the contents of eggs, whether raw or cooked? (clear, yellow, eggshell)
What is the surface of the eggshell like? (Smooth and crisp)
Experiment 4: Explore other ways to distinguish raw eggs from cooked eggs
Teacher: We can distinguish raw and cooked eggs by turning them. Is there any other way to distinguish them? What about raw and cooked? (Shake, take photos)
3. Understand how to eat eggs
"How can you eat eggs?" (boil, stir-fry, steam, etc.)
Teacher: Children today We have learned a lot about eggs. Now the teacher invites the children to taste boiled eggs, but the teacher has one request: peel them yourself. Middle class science activity lesson plan Part 3
Teaching objectives
1. Through experimental methods, we know that salt can increase the buoyancy of water and make some sinking things float.
2. Understand the reasons why the Dead Sea can make people float in nature.
3. Stimulate children’s interest in scientific activities.
4. Develop hands-on observation and operational abilities, and master simple experimental recording methods.
5. Cultivate children’s curiosity about things and be willing to boldly explore and experiment.
Teaching preparation
1. Early childhood experience: Know that some items will float on the water and some items will sink at the bottom.
2. Each person has an egg, half a cup of warm water, a chopstick, sugar, salt, MSG, water, a rag, and a washbasin.
3. A large piece of recording paper.
4. Video of the Dead Sea.
Key points and difficulties
Key points: conduct experiments in an orderly manner.
Difficulty: Understand that salt can increase the buoyancy of water, making some sinking things float.
Teaching process
1. Guess the floating and sinking objects
Teacher: Children, do you know which objects will float when placed in water? What things will sink when put in water?
For the answers mentioned in the children’s answers, teachers can conduct experiments.
2. Experimental Guessing
1. Question: If an egg is placed in water, will it sink or float?
2. The teacher shows the record sheet and guides the children to interpret it.
3. Put the egg into the water on the spot to verify: the egg sinks to the bottom.
3. Children conduct experiments
1. Is there any way to make eggs float?
2. Show the record sheet, let the children guess, and record the guess results.
3. Divide the children into three groups, one group will be given salt, one group will be given sugar, and one group will be given MSG, and inform the children.
IV. Revealing the Experimental Results
1. The teacher presents the record sheet, asks the children in different experiments to answer the experimental results, and helps the children record the results.
2. The teacher conducted an experiment: put water in the basin, add salt and stir, and the eggs floated.
3. After the experiment, it was concluded that adding salt can increase the buoyancy of the water and make the eggs float. float.
5. Expansion activities: The secret of the Dead Sea
Question: Salted water can make eggs float, but can people float? ”
The teacher played PPT and introduced “The Secret of the Dead Sea”.
Teaching reflection
Small science experiments are activities that young children like very much. However, due to factors such as the large number of kindergarten classes, insufficient materials, and inconvenient operation, such small experiments cannot be carried out. Very well developed. In today's activity, the experimental materials are also relatively cumbersome. Taking into account the age characteristics of the children, we conducted group experiments, giving different groups different materials, and summarizing the experimental results. This not only allowed every possibility to be verified, but also satisfied Children's desire to explore can also clearly obtain the results of experiments. This format is suitable for experiments with large class sizes. At the same time, the recording sheet is also very effective. It not only helps everyone record the experimental results, but also allows children to observe different experimental results of different materials at a glance. Our small experiment should strive to be effective and easy to operate. Science activity lesson plan for middle class Part 4
Activity goals:
1. Willing to participate in mathematics activities and experience the usefulness and interest of mathematics.
2. Preliminarily learn to use one-to-one correspondence to compare the number of objects in two groups and perceive the concepts of more and less.
3. Try to add or reduce objects to make the number of objects in the two groups the same.
Activity focus:
Willing to participate in mathematics activities, initially learn to compare the number of two groups of objects in a one-to-one correspondence, and perceive the concepts of more and less.
Difficulties of the activity:
Try to add or reduce objects to make the number of objects in the two groups the same.
Activity preparation:
ppt courseware
Activity process:
1. Introduce the situation of a little hedgehog picking fruits to arouse children's participation Interest in activities.
Teacher: Autumn is a harvest season, and many fruits are ripe. Today the little hedgehog is going to the orchard to pick fruits. Let’s see what fruits it has harvested. (After the teacher finishes speaking, show the second ppt)
2. Show the 3-4 ppts to guide the children to learn to compare the quantities of the two groups of fruits in a one-to-one correspondence.
1. The teacher shows the third ppt and guides the children to compare the number of apples and pears, and introduces the concept of "one-to-one correspondence".
Teacher: With so many fruits piled together, how do we know which fruit has the most quantity? So, after the little hedgehog picked all the fruits, he compared their numbers. It first compares apples and pears. (After the teacher finished saying this, he showed the third ppt.)
Key questions:
(1) Are there more apples or pears?
(2) How did you know?
(3) Are there any other methods?
The teacher asked several children to talk about their answers, and then guided the children to observe the picture: The little hedgehog brought you a very simple method today, called "one-to-one correspondence". Quickly find out which fruit has the most quantity. Let’s take a look! The apples are arranged in the first row from left to right, and the pears are also arranged in the second row from left to right, and each pear is arranged under each apple, so that from left to right and top to bottom Looking at the correspondence between an apple and a pear, in the end there is no apple corresponding to the pear, which means there are more pears than apples. Got it?
2. Show the fourth ppt and guide the children to compare the number of oranges and bananas in a "one-to-one correspondence" method.
Teacher: Next, the little hedgehog wants to ask the children to use this "one-to-one correspondence" method to compare which fruit has more oranges or bananas. Are you willing? (After finishing speaking, the teacher showed the fourth ppt.)
Key questions:
(1) Are there more oranges or bananas?
(2) How do you compare?
3. Show ppt pictures 5-8 and guide the children to try to increase or decrease the number of fruits to make the two groups have the same number of fruits.
1. The teacher shows ppt pictures 5-6 and asks key questions to trigger children’s thinking.
Teacher: Now the little hedgehog said, I want the number of apples and pears to be the same. What should I do?
Key questions:
(1) If more apples are added, how many more apples will be added to make the number of apples and pears the same?
(2) Besides adding more apples, is there any other good way? (Guide the children to say that reducing one pear can also make the two groups have the same number of fruits.)
2. The teacher shows ppt pictures 7-8 and guides the children to use new methods to make the number of oranges and bananas the same. many.
Teacher: The methods we just thought of are all good. Now let’s help the little hedgehog think about how to make the number of oranges and bananas the same? (If the child cannot say it by himself, the question is the same as above; if the child can say it by himself, then the teacher should help the child to express the meaning completely.)
4. Create situations for children to practice using "one-to-one correspondence" " method to compare the amount of fruit in the two groups.
1. The teacher showed ppt picture 9 and said: Now, the little hedgehogs have to carry the picked fruits home. Each hedgehog can only carry one fruit. Let’s see what they can do. Why can’t we just transport the fruit away at once?
Key question: Now the little hedgehogs have to transport apples. Can they transport the fruits in one go? Why? (Guide the children to use the "one-to-one correspondence" method to compare the numbers of apples and little hedgehogs, so the little hedgehog can transport the apples away in one go.)
Summary: It turns out that there are only fruits and little hedgehogs. When there are the same number of hedgehogs, the little hedgehogs can carry the fruit away at once.
2. The teacher showed ppt pictures 10-11 and said: This time the little hedgehog is coming to transport oranges. So can the little hedgehogs transport the oranges away in one go? Is there any good way to make the number of oranges and little hedgehogs equal? (Add two oranges or remove two hedgehogs)
3. The teacher showed ppt pictures 12-13 and asked: How can the little hedgehogs transport the pears home at once? (Add a pear or remove a hedgehog.)
5. Use the "one-to-one correspondence" method to divide milk slices and consolidate new knowledge.
Teacher: The children are so smart and have helped me solve so many problems. In order to repay you, I have prepared healthy and nutritious milk tablets for you, one for each of you. But I accidentally assigned the wrong quantity to each group. Can you think of how to make every child get milk tablets?
Extended activities:
Teachers can take children to play the game of "musical chairs" and experience the application of the "one-to-one correspondence" method in life through personal experience.