Cookies for Animals Teaching Plan 1 The origin and design ideas of the activity;
At the end of the small class, children have basically mastered the characteristics of triangle, square and prototype. In order to let them fully perceive the basic characteristics of the three graphics, this interesting game is designed. The whole activity runs through games, leads to the theme with stories, and then makes cookies and sends cookies for small animals, so that children can consolidate their understanding of the characteristics of the three graphics in the operation process.
Activity objectives:
1, consolidate the characteristics of circles, triangles and squares through game review, and learn to classify according to graphic characteristics.
2. Initially learn the ability of corresponding paste (learn to paste with double-sided tape).
3. Develop love for small animals.
Activity preparation: several color copy paper graphic blocks, several foam graphic blocks, one little monkey doll, teaching AIDS for three small animals (bear, squirrel and bird), one double-sided adhesive tape, one triangle, one square and one round door, and several scissors.
Key points and difficulties:
Focus: Consolidate the understanding of the basic characteristics of circles, squares and triangles.
Difficulties: guide children to correctly distinguish three kinds of graphics by increasing the difficulty of materials.
Activity process:
1, with the introduction of the story "Animals in the Forest", Gong Tong's understanding of the characteristics of three kinds of graphics.
Teacher: A few days ago, the little monkey was very happy to come to our kindergarten to participate in our June 1 activities. When he left, the kindergarten gave him many delicious sandwich cookies. The little monkey took the cookies back to the big forest and gave them to other small animals to taste. They all liked them very much. These are the cookies (the teacher shows the graphic cookies).
Teacher: What shape of biscuit is this?
Young children: triangle.
Teacher: What do triangular cookies look like?
Child: There are three corners and three sides.
Teacher: Yes, what shape is this biscuit?
Teachers guide children to draw I kinds of graphics together: a triangle has three angles and three sides, and the round side is a curved closed curve; A square has four corners and four sides.
Teacher: There is a grand banquet in the forest now. What shall we give them?
Teacher: They love cookies. Let's make some cookies for them.
2, operation activities: making cookies for small animals.
(1) Show three kinds of animal teaching AIDS.
Teacher: Let's see which animals are coming to the party today (the teacher shows three animals one by one).
Children: bears, squirrels and birds.
Teacher: Look at the shapes of their mouths. The shape of their mouths represents what shape cookies they like to eat.
Young children: the bear is square, the squirrel is round and the bird is triangular.
(2) Make cookies with three shapes that small animals like to eat.
① Divide the table into three groups, and make circles, triangles and squares respectively.
② Children voluntarily choose their favorite graphics to make cookies.
③ Children's operation and teachers' tour guidance.
The teacher gave the children two kinds of materials with different difficulties and levels: one is the three kinds of graphics that have been drawn, and the children can cut them directly with scissors; The other requires children to draw and cut by themselves.
3. Send cookies to small animals.
(1) The teacher asked the children to send cookies.
Teacher: Please give the cookies to our animals, but don't send them by mistake.
Teacher: There is a small river on the way to the forest. There are three different routes on the river. If you make a square biscuit, you should walk across the square path; if you make a triangle biscuit, you should walk across the river; if you make a round biscuit, you should take a round path, and never fall into the river.
Teacher: After crossing the river, you have to drill through the cave. There are also three doors. Please think about it: Which door should you take?
(2) Send cookies to small animals.
(1) put the same pattern into three roads, and let the children send cookies.
The teacher arranged three shapes of foam blocks into three routes, and the children couldn't wait to send cookies to the small animals. A child rushed across the river, drilled through the triangular door and sent it to the mother bird's mouth, but he didn't step on the triangular foam block.
The teacher went over to the child and asked, What shape cookies did you just make?
Young children: triangle.
Teacher: Which animal should you give it to?
Child: Give it to the bird.
Teacher: There are three paths on the river. Which path should you take?
Teacher: Would you please see which road is paved with stones of the same shape as the cookies you made?
Child: This one. (He points to the triangular path on the ground)
At this time, another child ran over and put the biscuit in an animal's mouth at will, then turned away.
Teacher: I just saw you make a particularly delicious biscuit. Can you tell me what shape it is?
Young children: square.
Teacher: Please see which small animal has the same mouth shape as your biscuit?
Child: Bear.
Teacher: Then why did you give it to the bird?
Child: I like birds very much.
Teacher: What shape does the bird's mouth look like?
Young children: triangle.
Teacher: Yes, if you like birds, you should choose some cookies that it likes to eat, OK?
Child: OK.
② It is gradually more difficult to put together the small river: from putting the same kind of graphics together to mixing all kinds of graphics together. Children are required to find, identify and judge before they can cross the river.
4, personal reflection:
1, advantages of the activity:
The design of (1) activity is more in line with the age characteristics of small class children, and the organization form runs through games, which enables children to deepen the distinction and understanding of the three kinds of graphics in the happy game situation created by teachers.
(2) Teachers can carefully observe the performance of each child, give individual guidance in time when problems are found, and flexibly adjust the difficulty of the game according to the differences of children's abilities to meet the needs of children with different abilities and promote the development of each child at the original level.
2. Shortcomings in activities:
There are relatively many hidden goals, which make it impossible for children to take care of them comprehensively. For example, it is a little difficult for small class children to cut patterns with scissors, which affects the time for children to send "cookies" and thus affects the completion of the main goals.
Main contents:
1, This activity allows children to make graphic cookies for small animals. The gamification method is suitable for the age characteristics of small class children, and the situation is relatively strong. The whole activity always allows children to operate repeatedly in the situational game, thus reviewing and consolidating their understanding of the basic characteristics of three kinds of graphics.
2. Teachers have a good understanding of children's abilities and experiences, and it can be seen that children basically have experience in using double-sided tape, and many children are still skilled. Therefore, it is very suitable for teachers to let children paste with double-sided tape, which shortens the time for them to send cookies. It can be seen that teachers have fully analyzed the experience of children before.
3. Every link of teachers' organization is rigorous, for example, when crossing the river, the requirements for children are made clear and specific. And pay attention to observation and give targeted guidance to individual children. However, it is suggested that when sending cookies to small animals, teachers can remind children to say a polite word to them, thus effectively implementing the emotional goals in the social field.
Comprehensive evaluation:
In this activity, teachers are well prepared, and the materials are suitable and rich, which can better materialize the educational objectives. Through rich and diverse materials, children can repeatedly operate and practice, such as making cookies with different shapes, sending cookies to animals, walking through paths with three shapes, drilling through doors with three shapes, and finding the mouths of animals with three different shapes to feed cookies. The educational goals and requirements are completely penetrated into the game, so that children can develop in happiness.
Teachers meet different levels of children's development needs through hierarchical materials and game links with different levels of difficulty in design, such as two materials, that is, three kinds of graphics that have been drawn, and children can cut them directly with scissors; The other is to ask children to draw and cut themselves to meet the needs of children of different levels.
It is suggested that teachers directly give children the patterns to shorten the time for them to make cookies, so that they can have more time to choose to send cookies of various shapes, which can increase the number of children's identification and give every child a chance to send cookies of each pattern.
Cookies for Animals Teaching Plan 2 Goal:
Perceive the relationship between the size and quantity of an object.
Learn to record the results with numbers and figures.
Process:
First, make cookies for rabbits
Show the rabbit toys and biscuits. The rabbit bought a box of delicious biscuits from the snack shop. What are they like? (big and small)
-The rabbit still wants to eat, and wants to ask us to help make some more cookies.
-Guide children to imprint cookies on the mud with a mold to see how many cookies each mud can make, and record them by writing numbers or drawing figures (dots, short lines, etc.).
-In operation, teachers pay attention to the methods used by children to make cookies, and guide children to explore how to make more cookies by stamping.
-From the difference in the number of cookies made by children, guide children to discover the relationship between the size and quantity of cookies imprinted on the same size "dough": cookies are large and the number is small; Cookies are small and plentiful.
Second, who makes more cookies?
-children communicate with each other about the number of cookies they make, and compare who makes more cookies and why.
-Find out the child who makes the most cookies, and ask him to tell me what mold he uses and how to make it. Why you can do so much.
-children try to make cookies again, and compare the results of the two operations before and after, and find the relationship between the size and quantity of cookies imprinted on the same size area, and initially gain the experience and method of how to print cookies effectively and reasonably on limited dough.
Useful learning experience: know the thickness of objects and perceive the relativity of thickness.
Prepare:
1, 3 boards with the same length and width and obviously different thickness.
2, the same length and width, different thickness of plastic products for each child 3 pieces.
Activities and guidance:
1, show two thin pieces of wood at the same time, and let the children observe the similarities and differences of the board sizes from various angles. Finally, put the two boards side by side on the podium and ask the children to tell their differences. After they say that a board is "higher" and a board is "shorter", tell the children that the children have a good eye and have found out the difference. However, because they are all too short, we don't use height, but use thickness to distinguish them. Mark 1 and 2 on the board respectively, and let the children say that the board No.2 is thicker and the board No.2 is thinner.
2. Take out another board and mark it as No.3. Compared with No.2 board, it inspires children to say: No.3 board is thicker and No.2 board is thinner; After comparing the three boards in pairs, guide the children to say that the No.3 board is the thickest, the No.2 board is thinner, and the 1 board is the thinnest.
3. Sort the boards from thin to thick.
4, send plastic products to children, let children distinguish their thickness and sort them according to thickness.
5, according to the teacher's instructions, give the corresponding product plastic.
Cookies for Animals Teaching Plan 3 Activity Objectives:
1, learn to read children's songs in the game situation and feel the interest of children's songs.
2. You can express the content of children's songs with actions and experience the fun of performance.
Activity preparation:
PPT, several picture pots (one for teachers and one for children), one physical pot and several biscuits.
Activity process:
(1) Introduction of riddles.
1 There is an animal. He has a sharp mouth and a long thin tail. He can "squeak, squeak". Do children know who this is? Today, the teacher asked you to be mice and I will be mice's mother.
2. Teacher-child interaction, playing mother mouse and little mouse.
3. Discuss making cookies.
(2) Understand and master the content of children's songs.
1 Mom, here is a big pot. Please listen to the magic of mom's cookies.
The teacher reads children's songs while doing the action: the little mouse makes cookies and purrs-pa; Stir it, stir it, purr-pa.
2. Such a fragrant smell floated out and was smelled by other small animals. Look, who smelled it? What flavor cookies does the puppy want to eat? Mother dog says our cookies are really delicious. Let's make more cookies and take them home for the puppy, shall we? (Theory of "Bone Cookies Made")
3, babies, let's take a break! (PPT doorbell rings) Hey, who's here to buy cookies?
4. It turned out that the little white rabbit smelled the smell of biscuits. What is the taste of biscuits that the little white rabbit likes to eat?
5. (PPT hen calls) Who's coming to buy cookies? Mother hen also brought many strawberries, so let's make strawberry cookies for him!
(3) Situational games, trying to compose children's songs.
1, children collectively create children's songs by operating the pan: the little mouse makes cookies and purrs; Stir, stir, purr. Yeah! * * Cookies are made.
2. Exchange pans and make cookies with different flavors.