As a teacher, you usually need to prepare a lesson plan, which is the basis of teaching activities and has an important position. How to write the lesson plan? The following are seven vegetable lesson plans for kindergarten middle class that I have compiled for you, for reference only. Let's have a look. 1

Activity objectives:

1. Distinguish the thickness of objects and feel the relativity of thickness.

2. Try to sort the objects within 6 in a positive and negative order according to their thickness.

3. Learn to record your findings in various forms such as language and symbols.

4. Experience the happiness of success and the happiness of helping others in the activity.

activity preparation:

children's activity materials "Mathematics" page 16 "Compare the thickness". The long white radish cut into 6 pieces is put in a plate completely. Cowpea, eggplant, cucumber, sword bean and radish.

Activity process:

1. Compare the thickness

1. Teacher: "Yesterday, the small animals went to the vegetable kingdom. They said that there would be a vegetable competition there, so to prepare for the competition, we must first choose four kinds of vegetables to compare the thickness. Are you ready? "

2. Young: "Ready."

3. (Show cowpea and cucumber), Teacher: "Now let's go, please bring cowpea and cucumber first, but the small animals are too busy. Can you help the small animals find out who is thick and who is thin?"

4. Young: "I think the cucumber is thick and the cowpea is thin."

5. Teacher: "I know this can't beat everyone. Yes, cowpea is thinner than cucumber, and cucumber is thicker than cowpea."

6. (Showing the eggplant), Teacher: "Look, our eggplant has come to join in the fun. Eggplant is not convinced. He will also come to compare with cucumber and cowpea to see who is thicker and thinner than the vegetables in No.3 Middle School."

7. children answer.

8. Teacher: "Wow, I also know that you are great. Yes, cowpea is thinner than eggplant, eggplant is thinner than cucumber, eggplant is thicker than cowpea, and cucumber is thicker than eggplant. Did you guess right? "

9. Teacher: "The vegetable competition will enter the most tense stage. Please welcome our most heavyweight sword beans and radish. Now there are five kinds of vegetables. Can you still see who is the coarsest and who is the thinnest of these five kinds of vegetables? "

1. Children rank five kinds of vegetables.

2. Arrangement thickness

1. Teacher: "We already know the thickness of five kinds of vegetables. Can you still arrange the team from the coarsest to the finer (from fine to coarse)? I'll ask some children to come to the front and perform."

2. Children's operation.

3. Teacher: "I saw that there is a rule for them to queue up, do you know? Who can tell me about the way you queue vegetables? "

4. Guide children to discover the law of "from coarse to fine, from fine to coarse".

5. The comparison of vegetables just now will make vegetables feel very tired. Let's give them a rest. Look at this white radish. Have you found that this radish also has different thicknesses? Do you know where the radish is thickest and where it is thinnest? "

6. The child answered.

7. Teacher: "Some children have found a regular arrangement, while others haven't figured it out yet. Well, let's try it ourselves."

8. each group has a cut radish, and no one chooses a section of radish. According to the thickness characteristics of radish, the radish is completely put together.

9. Then children exchange radish segments and rearrange them.

Third, they also compare the thickness

1. Show the children's activity material "Mathematics" on page 16.

2. Teacher: "It turns out that there are still good and interesting things hidden in our books. Besides eggplant, cucumber and loofah, there are also pencil-box trees. Do you want to have a look? They are on page 16 of Mathematics. Which is thicker and which is thinner? Come and look for it. "

3. Children's operation.

4. Guide children to find the thickest thing in each group and mark it next to it.

5. instruct children to indicate the thickness of these objects with numbers 1-5, and arrange them in order from fine to thick.

6. Finally, the teacher summarizes. 2

Activity objectives:

1. Be interested in common vegetables in life, and be able to boldly introduce the names and shape characteristics of vegetables you know.

2. Know that vegetables are grown and can be made into vegetables. And according to the clues in the objects and pictures, we can distinguish which vegetables are.

3. Be able to express your opinions or opinions boldly.

4. Help children understand that different vegetables have different growth patterns.

5. Explore and discover the diversity and characteristics of vegetables in life.

activity preparation:

1. knowledge preparation: children have known several common vegetables; Put several common vegetables in the natural corner. (carrots, white radishes, potatoes, cucumbers, greens, spinach, lettuce)

2. Material preparation: each child brings his own familiar and favorite vegetable; Shadow slides and physical pictures of dried beans, ducks, radishes, cabbages, eggs, potatoes and cucumbers in a circle; Children have an operation icon and a watercolor pen.

Activity process:

1. Share and communicate (introduce your own vegetables)

1. What vegetables did you bring? What's it like?

young armor: the vegetable I brought is white radish, which is white and long, with a sharp bottom and thin roots. It feels smooth.

You B: I brought cucumbers, which are green. It looks very distinctive, long and curved like a moon, and it feels prickly.

Youc: I brought spinach, which is green. It grows leaf by leaf, and there is a beard under it.

2. Where did these vegetables come from?

young: planted, planted in the soil.

analysis: children answer with existing experience. Teachers always take positive guidance in this link and constantly affirm children's understanding and description of vegetables.

second, show the slides to find out where vegetables come from.

1. Show the whole and local courseware of vegetables to help children understand that different vegetables have different growth modes. (Some grow in the soil; Some grow in water)

Young: Look and talk, lettuce, vegetables, spinach, pumpkin, cucumber, carrot, radish and potato.

2. Summary: Vegetables are plants that are planted and can be made into vegetables.

Analysis: There are too many slides in this session, so the teachers suggest choosing representative ones (such as lettuce, cucumber, carrot and water bamboo or lotus root), and the summary does not stabilize the children's mood, and the language of focusing children's attention is not concise enough.

Third, observe the picture "Guess the shadow"

1. Miss Wang also brought a vegetable. Look what vegetable it is?

Children's collective answer: Pumpkin

2. (Grandpa Pumpkin has brought many shadow friends,) Look at the slides and guess who these shadows may be? (Who's the first one? ) Guide children to number them.

armor: (the first square) towel.

Baby B: mattress

Baby C: quilt

3. Verify the children's guessing results.

analysis: when children guess in this session, the topic is too far away. When I am nervous, I can't pull the children back. Teachers should ask questions (such as: Are towels, quilts and mattresses vegetables? Is it food to eat? ) I failed to put forward effective instructions in time, which requires my usual accumulation, more experience, diligent study and questioning to make myself a qualified and wise kindergarten teacher.

fourth, identify all kinds of vegetables and learn to distinguish vegetables from vegetables.

1. How many friends did Grandpa Pumpkin bring? What are their dishes? (Show digital cards 1-7 and 7 kinds of food cards on the blackboard)

Young group answer: 7 friends, 1 is dried bean curd, 2 is duck, 3 is radish, 4 is cabbage, 5 is egg, 6 is potato and 7 is cucumber.

2. (Grandpa Pumpkin wants vegetable friends as neighbors? Please help it find out which vegetables are. ) Guide children to guess and talk about which vegetables are, and draw a circle on the grid corresponding to the operation chart.

3. * * * Discussion: Is dried bean curd a vegetable? Why? (Bean products are processed, not directly grown in the ground)

4. Children verify the guessing results on the operation chart. * * * How many vegetables are there? (indicated by the number 4)

Analysis: There are few individual questions in this session, and there is no basis for discussion. And children should share the communication and verify the results after practicing the operation. Because my link was not specific, I wanted to ask the children to talk about and show their operation boards, but I found that several children were rushing, so I cancelled this link for fear of chaos. This is the biggest failure of this activity.

5. A house that inspires children to think about how to distribute vegetables reasonably.

1. How many houses are there near Grandpa Pumpkin's home? (indicated by the number 3)

Young children: There are three houses.

teacher: how many vegetable friends did you find for grandpa pumpkin?

children: there are four kinds of vegetables.

2. what about so many vegetables? There are only three houses and four kinds of vegetables. What should I do? )

young armor: two people can live together.

3. Who is better to crowd with? (Similar in shape and color)

Juvenile A: Carrots and cucumbers live together.

teacher: why should they live together?

young armor: because they are all long.

teacher: is there anything different?

Young B: Do vegetables and cucumbers live together?

teacher: why should they live together?

You B: Because they are all green.

4. Potatoes and cucumbers can be put together. Why? Go back and think.

analysis: children answer with existing experience. Teachers always positively guide and constantly affirm children's ideas in this link. However, the teachers' instructions are not concise enough, and some of them fail to get to the point. The effectiveness of questioning needs to be further improved.

activity reflection:

We started with the vegetables that children are interested in. Before the activity, we used parents' human resources to ask parents to take their children to the market to buy vegetables frequently to help them know and understand vegetables. At home, we asked children to help them pick vegetables, wash vegetables and make some simple cold dishes to stimulate their interest in vegetables. And let children know more about common vegetables through the natural angle. During the activity, children bring their most interesting vegetables to their peers from their shapes, names and characteristics, so that their peers can observe vegetables more intuitively and truly, and let them use their existing experience to talk about them and expand their further understanding of vegetables. Children can reflect the effect of interaction between students and accept new knowledge in a happy and relaxed atmosphere. In teaching, I used slides to let children observe that vegetables are grown, and then I asked the question, What are vegetables? When the children had their own answers, the teacher summarized: vegetables are plants that can be made into vegetables. Then, through the operation panel, let the children improve their existing experience and find out the vegetables. Finally, let children analyze and classify the shape, color and size of vegetables from different angles, so as to get inspiration from experience.

First, in terms of the richness of materials and the first step, children bring their own vegetables to introduce the names and appearance characteristics of vegetables. The teaching plan design is also ideal, but the activity flow is not smooth and the guidance language is not clear and concise in my teaching.

second, teachers' guidance ability needs to be strengthened. Sometimes we are too anxious, hoping that children can achieve the goal of the activity, and when they fail to achieve it, they are eager to tell them the answer, depriving them of the opportunity to think. In fact, in the activities, we should patiently guide children to find answers. When children can't, they will teach them corresponding skills. When children can, teachers will quit in time. After the activity, guide children to participate in the discussion, explain their own findings, and do not make a positive or negative evaluation of the results of the activities that most children did not participate in, leaving room for children to explore, and wait for all children to participate in the activities to discuss and get the results.

Activity comments:

In the activity, children are allowed to bring their own vegetables to introduce the appearance, names and characteristics of vegetables, and observe and find the clues on the slide to think positively, so as to get a preliminary understanding of the different characteristics of vegetables, so that children are interested in vegetables common in life, and the activity effect is good. After the activity, the teachers also unanimously realized that children should be the main body of classroom learning in the activity, and at the same time give full play to the leading role of teachers in order to really promote children's positive thinking and expression. We should pay attention to the methods of inspiring young children, give them room to think, and let them explore and work out their own solutions. A good class requires teachers to constantly ponder, explore, study and practice, so as to find and solve problems and make the class refined and lively. This requires teachers' usual accumulation and more experience to create a qualified and wise preschool teacher. 3

Activity objectives:

1. The cross sections of carrots, peppers and other vegetables can be printed with gouache pigments on the reef, and they can be painted into flowers.

2, so that children can correctly reef color, do not mix colors.

3. Understand the diversity of art activities, generate interest in art activities, and enrich children's imagination.

4. Develop the good habit of using colors boldly and evenly.

5. Be able to expand your imagination and introduce your works to your peers boldly and confidently.

Activity preparation:

Radish, carrot, lotus root and some gouache pigments.

Activity process:

First, enrich children's understanding of vegetables through conversation.

1. Today, many vegetable babies come to play games and learn skills with our children. Would you like to? Let's see which vegetable babies are coming. (introducing all kinds of vegetables)

2. Vegetable babies brought a little magic today and turned themselves into beautiful little flowers. Do you want to see it? Can you guess which vegetable babies have changed?

2. Teacher's demonstration

1. Baby vegetables have become really beautiful. Do you want to know how they have changed?

2. Choose a baby vegetable, color it on the reef, stick it on paper, gently press it with your hand and smooth it. After staying for a short time, the baby vegetable's magic will come out. (Tell children not to mix colors, leave a long time when printing, and press hard)

Third, children's operation

1. Do you want to help the vegetable baby do magic tricks? Then let's go back gently