Breakfast lesson plan for three bears in kindergarten 1 lesson plan goal:
1. Feel and discover the relationship between the number and size of objects and the three bears in the story.
I am willing to prepare breakfast for three bears, and I can express my thoughts boldly.
Lesson plan preparation: the child has a small box, 6 apples and FLASH courseware.
Teaching plan process:
First, observe the little bear family, and perceive "high", "short" and "neither high nor short" by comparison.
1, import: Look who they are, children. (Bear) Is the bear alone? Who else?
2. Who's Dad? Why do you say he is a father?
Which is Baby Bear? Why?
What about mom?
3. Summary: In our family, the general situation is that the father is the tallest, the baby is the shortest, and the mother is not tall or short.
Second, create a situation in which the bear family has breakfast, and distinguish between "big", "small" and "neither too big nor too small" by sharing bowls.
1, lead: The bear family will have breakfast on the grass today. Where is the bowl? Three bowls are ready.
2. which bowl for dad? What color is that?
Which one is for mom? What color is that? Where is the baby?
Third, judge the situation and "divide honey" to understand the relationship between the amount of honey and the three bears.
1. Today, the little bear family will eat four kinds of breakfast. What will they eat? Please guess.
2. What's this? The first breakfast is honey. There are numbers on the bottle. This is bottle 1 ...
3. What size bottle does Daddy Bear want? Why?
Which bottle is for baby bear? Why is it a kindergarten teaching plan?
How many bottles does mother bear have? Why?
Summary: Under normal circumstances, dad is the tallest and has the biggest appetite, so he eats the most honey. ...
Fourth, the situation "divides corn" and perceives "roughness" and "fineness"
1, lead: What is the second breakfast? (Corn) Just now, we could tell whether the honey bottle was high or low. As tall as corn, how to divide it? Why?
2, through body language to guide children to perceive "coarse" and "fine"-people talk about fat, corn should talk about coarse (action tips), and slowly, it will become ... (action tightening) good.
Abstract: Father Bear has the biggest appetite and eats the coarsest corn. ...
Fifth, the situation "apple" guides children to operate.
1, clear requirements: What is the third breakfast? How many are there? How to divide it? They are divided like this: father bear eats the most, baby bear eats the least, and mother bear eats neither too much nor too little.
2. Children's retelling requirements: How are they divided?
3, children go to the table to operate activities. The teacher repeated the request: all three bears should have food and eat them all.
Children return to their seats with operation cards.
Step 5 evaluate
(1) Take out the wrong ones: Right?
(2) Show Right: Right? Who is like him? Ask mom and dad, right?
Sixth, the situation "fish"
1. Introduction: The fourth breakfast is fish. What's on the box? What do you mean?
2. Which box is for Dad? What about the baby (of six fish)? Where's Mom (of two fish)? Do the parents agree?
3. Open the box: Let's have a look. What are six fish?
Will you still give your father six small fish?
5. Summary: Sometimes more means more, but sometimes more doesn't necessarily mean more. This question is a bit difficult, and we will understand it when we grow up.
Three Bears Breakfast Teaching Plan 2 in Kindergarten Design Intention
Recently, I am carrying out a theme activity about animal friends. I found that children are particularly interested in the song "Three Bears". The cute appearance of the three bears in the song performance made the children like the image of the bear at once. The Guide to Learning and Development for Children Aged 3-6 points out that you can perceive and distinguish the characteristics of objects in size, quantity and height, and you can express them with corresponding words. Therefore, I take the image of the bear as the carrier, and through vivid links, let children feel and discover the relationship between the number, size, height and thickness of objects and the three bears in the story situation, so as to better arouse the interest and desire of small class children in learning and let them learn and play happily in the game situation.
moving target
1. Feel and discover the relationship between the number and size of objects and the three bears in the story.
I am willing to prepare breakfast for three bears, and I can express my thoughts boldly.
Important and difficult
Activity focus: Feel and discover the relationship between the number and size of objects and the three bears in the story.
Activity difficulty: Be able to express your ideas boldly.
Activities to be prepared
Material preparation: the child has a small box and 6 apples; Experience preparation: a comparison of the size of children's associations
Activity process
(1) Observing the Little Bear family, we perceive "height", "short" and "neither tall nor short" by comparison.
1, import: Look who they are, children. (Bear) Is the bear alone? Who else?
2. Who's Dad? Why do you say he is a father? Which is Baby Bear? Why?
What about mom?
3. Summary: In our family, the general situation is that the father is the tallest, the baby is the shortest, and the mother is not tall or short.
(2) Create a situation in which the little bear family has breakfast, and distinguish between "big", "small" and "neither too big nor too small" by sharing bowls.
1, lead: The bear family will have breakfast on the grass today. Where is the bowl? Three bowls are ready.
2. which bowl for dad? What color is that?
Which one is for mom? What color is that? Where is the baby?
(3) Assess the situation of "honey" and understand the relationship between the amount of honey and the three bears.
1. Today, the little bear family will eat four kinds of breakfast. What will they eat? Please guess.
2. What's this? The first breakfast is honey. There are numbers on the bottle. This is bottle 1 ...
3. What size bottle does Daddy Bear want? Why? Which bottle is for baby bear? Why? How many bottles does mother bear have? Why?
Summary: Under normal circumstances, dad is the tallest and has the biggest appetite, so he eats the most honey. ...
(4) The situation "divides corn" and perceives "coarse" and "fine" 1. Lead: What is the second breakfast? (Corn) Just now, we could tell whether the honey bottle was high or low. As tall as corn, how to divide it? Why?
2, through body language to guide children to perceive "coarse" and "fine"-people talk about fat, corn should talk about coarse (action suggestion), slowly, it will change ... (action tightening) Fine summary: Papa bear has the biggest appetite and eats the coarsest corn. ...
Fifth, the situation "apple" guides children to operate.
1, clear requirements: What is the third breakfast? How many are there? How to divide it? They are divided like this: father bear eats the most, baby bear eats the least, and mother bear eats neither too much nor too little.
2. Children's retelling requirements: How are they divided?
3, children go to the table to operate activities. The teacher repeated the request: all three bears should have food and eat them all.
Children return to their seats with operation cards.
Step 5 evaluate
(1) Take out the wrong ones: Right?
(2) Show Right: Right? Who is like him? Ask mom and dad, right?
Sixth, the situation "fish"
1. Introduction: The fourth breakfast is fish. What's on the box? What do you mean?
2. Which box is for Dad? What about the baby (of six fish)? Where's Mom (of two fish)? Do the parents agree?
3. Open the box: Let's have a look. What are six fish?
Will you still give your father six small fish?
5. Summary: Sometimes more means more, but sometimes more doesn't necessarily mean more. This question is a bit difficult, and we will understand it when we grow up.
Summary of activities
In this activity, let the children know the three bears in the story and feel big, medium and small by helping the three bears share their breakfast. In the operation, children can feel and discover the relationship between the number and size of objects and the three bears through observation, comparison and operation. In the activity introduction part, children's interest is aroused by showing pictures of three bears. At the same time, by observing the difference between big, medium and small with naked eyes, and by comparing and understanding the methods of distinguishing big, medium and small, we can feel and discover the relationship between the number and size of objects and the three bears in the story. Children are willing to learn all kinds of knowledge in play, and they have some fragmentary understanding of the concepts of logarithm and size. At the same time, they are also very interested in counting and comparing sizes, full of curiosity about things around them, and they like listening to stories very much. Therefore, during the activity, the whole activity is to discover the relationship and size of the three bears through stories. In this process of perception, let children learn knowledge through observation, operation, telling and games, and feel new experiences and gain new experiences on the basis of original life experiences.
Children in small classes are young and have short attention time. Only those vivid, interesting and vivid materials can attract their attention. Therefore, when carrying out math activities, I try my best to use stories as a carrier to let children learn and play happily in the game situation. Taking the bear as the protagonist, the story of three bears was adapted. Through vivid links, children can feel and discover the relationship between the number, size, height and thickness of objects and the three bears in the story situation, which can better stimulate the interest and desire of small class children to learn. Explore problems through mutual communication between peers in activities. In the process of communication, children can not only develop their language expression ability, but also share their experiences with their peers, so that the "student-student interaction" pointed out in the Outline can be truly reflected. However, due to many activities and my language is not concise enough, I have to work overtime in class. In the future, I will exercise my language expression ability, so that every sentence can achieve the expected goal!
Breakfast lesson plan 3 for three bears in kindergarten Activity goal:
1. Feel and discover the relationship between the number and size of objects and the three bears in the story.
2. Willing to prepare breakfast for three bears, and able to express their ideas boldly.
Activity preparation:
The child has a small box, six apples and a bottom plate with three bears and PPT.
Activity flow:
First, look at the pictures and find out what bears like to eat.
1. Xiuxiong: Whose home is this? How many bears are there in their house? Guess who they are?
2. The bear family is going to have breakfast. Find out what bears like to eat.
Second, distribute food and sense the size and number of bears.
1. Distribute tableware and explain the reasons.
2. Divide corn cans and honey cans and explain the reasons.
3. Operate the game: divide the apples and state the reasons.
Third, extended activities: thinking about the problems left behind
1. Find out what's left, and guess which box Father Bear will look for fish.
2. Open the lid to make you think.
Activities:
The whole activity is close to children's life and suitable for the age characteristics of small class children. There are many teaching methods in the activity, such as comparison method and game method. During the activity, children can perceive the relationship between the number and size of objects and the three bears in combination with their own life experiences. Children are active in thinking and bold in speaking, which improves their language expression ability. In the teaching process, the teacher designed questions to make every child actively, actively and happily participate in the activities, and the atmosphere was active, achieving the predetermined goals.
Breakfast lesson plan for three bears in kindergarten 4 Activity goal:
1. Feel and discover the relationship between the number and size of objects and the three bears in the story.
I am willing to prepare breakfast for three bears, and I can express my thoughts boldly.
Activity preparation:
The child has a small box, 6 apples and FLASH courseware.
Activity flow:
First, observe the little bear family, and perceive "high", "short" and "neither high nor short" by comparison.
1, import: Look who they are, children. (Bear) Is the bear alone? Who else?
2. Who's Dad? Why do you say he is a father? Which is Baby Bear? Why? What about mom?
3. Summary: In our family, the general situation is that the father is the tallest, the baby is the shortest, and the mother is not tall or short.
Second, create a situation in which the bear family has breakfast, and distinguish between "big", "small" and "neither too big nor too small" by sharing bowls.
1, lead: The bear family will have breakfast on the grass today. Where is the bowl? Three bowls are ready.
2. which bowl for dad? What color is that? Which one is for mom? What color is that? Where is the baby?
Third, the situation "divides honey", and understands the relationship between the amount of honey and the three bears.
1. Today, the little bear family will eat four kinds of breakfast. What will they eat? Please guess.
2. What's this? The first breakfast is honey. There are numbers on the bottle. This is bottle 1 ...
3. What size bottle does Daddy Bear want? Why? Which bottle is for baby bear? Why? How many bottles does mother bear have? Why?
3. Summary: Under normal circumstances, dad is the tallest and has the biggest appetite, so he eats the most honey. ...
Fourth, the situation "divides corn" and perceives "coarse" and "fine".
1, lead: What is the second breakfast? (Corn) Just now, we could tell whether the honey bottle was high or low. As tall as corn, how to divide it? Why?
2, through body language to guide children to perceive "coarse" and "fine"-people talk about fat, corn should talk about coarse (action suggestion), slowly, it will change ... (action tightening) Fine summary: Papa bear has the biggest appetite, and the corn he eats is also the coarsest ... Fifth, the situation "divides apples" and guides children to operate 1. How many are there? How to divide it? They are divided like this: father bear eats the most, baby bear eats the least, and mother bear eats neither too much nor too little. 2. Children's retelling requirements: How are they divided?
3, children go to the table to operate activities. The teacher repeated the request: all three bears should have food and eat them all.
Children return to their seats with operation cards.
5. Assessment:
(1) Take out the wrong ones: Right?
(2) Show Right: Right? Who is like him? Ask mom and dad, right?
The fifth is the situation of "dividing fish".
1. Introduction: The fourth breakfast is fish. What's on the box? What do you mean?
2. Which box is for Dad? What about the baby (of six fish)? Where's Mom (of two fish)? Do the parents agree?
3. Open the box: Let's have a look. What are six fish?
Will you still give your father six small fish?
5. Summary: Sometimes more means more, but sometimes more doesn't necessarily mean more. This question is a bit difficult, and we will understand it when we grow up.