Activity objectives:
1, initially understand that everything is changing, and learn to look at things around with a dialectical and scientific attitude.
2. Boldly express the changes you have found in your life.
3. Cultivate children's curiosity about things and be willing to explore and experiment boldly.
Through observation, communication and discussion, we can perceive the constant changes of things around us and know that everything is changing.
5. Stimulate children's willingness to explore the fun of scientific experiments.
Activity preparation:
1, courseware Changes of Four Seasons, some things that will change: markers, glue sticks, pencils, uninflated balloons, beverage bottles (containing a little water), stones, paper, books, paper, plasticine, towels, soap, cartons.
2. PPT about changes, including: changes in people, currency, words, shopping bags, communication tools and housing.
Activity flow:
Changes in the first and fourth seasons
1. Discover the changes when winter comes.
Teacher: When winter comes, what will happen?
Teacher (summary): We found that there are many changes when winter comes: the leaves turn yellow and fall one after another; Flowers wither; Temperature drop ...
2. Recall the characteristics of other seasons and feel the changes of the four seasons.
Play the courseware "Changes of the Four Seasons" to help children review the characteristics of the four seasons completely and feel the changes of the four seasons.
(1) Click on the courseware, let the children distinguish "spring", "summer", "autumn" and "winter", guide the children to appreciate the characteristics of the four seasons, distinguish the differences of the four seasons, and consolidate their understanding of the four seasons.
(2) Click on the courseware "Spring, Summer, Autumn and Winter" again to play the process of changing seasons as a whole, and guide children to feel the process of changing seasons.
Second, the change of life.
1。 Communication: I found the change.
Teacher (showing some daily necessities): Will they change? Please classify-choose the items you think will change and put them before the Chinese character "change"; Choose what you think will not change and put it in front of the "unchanged" Chinese characters.
Teacher (showing everything that children put before the word "change"): Will it change? How will it change?
Teacher (showing the things that children put in front of the word "unchanged"): Will it change after all? Who has a different opinion?
The teacher responds according to the children's answers, and it takes some conditions to guide the children to analyze and summarize the changes, such as time and external forces. An article will have many changes. )
[For example, a teacher holds a bag of instant coffee that children put in front of "unchanged" to interact with children.
Teacher: Will it change after all? Who has a different opinion?
Young people: brewed with hot water, it will become drinkable coffee, full of fragrance. ...
Teacher: Oh! Will change from powder to thick drinkable coffee, delicious! However, the condition of hot water is needed, and the change needs conditions.
Yang: This bag will go bad if it is kept for a long time.
Teacher: Really? It does say that the shelf life expires in x years x months x days! Besides coffee, what else will go bad? ]
Teacher (Summary): The nature around us is always changing. In life, many things around us are also changing, some colors have changed, some shapes have changed, and some tastes and weights have changed. This is really a changing world.
Teacher: Is there anything in life that will never change?
The teacher responded according to the children's answers and guided the children to use the existing experience to reveal the law that everything will change in life. )
[For example:
Yang: TV will not change.
Teacher: What do you think? Many children boldly express their views: the picture on TV will change; After a long time, TV opportunities will become old ...]
Teacher (summary): Through the debate, we have learned that many seemingly unchanging things will actually change. The key is to observe and think carefully before we can find their changes.
2。 Understand and appreciate other changes.
Teacher: You have found so many changes in your life, and now I want to share them with you.
(1) Play PPT reflecting the evolution of human beings, money and Chinese characters.
Teacher: How do you feel after seeing this group of changing pictures? Some things change very slowly. )
(2) Play PPT reflecting the change process of shopping bags.
Teacher: What do you think of this change? People's ideas and practices of protecting the environment have improved. )
(3) Play PPT reflecting the changing process of communication tools.
Teacher: What do you think of this change? The development of science and technology makes our life more and more convenient. )
(4) Play PPT that reflects the process of changing rooms.
Teacher: What do you think of this change? This change shows that cities make life better. )
Teacher (summary): Everything in nature and our life will change, the seasons will rotate, and people will grow up ... Some changes can be seen or felt immediately, and some changes will take us a long time to discover, such as the evolution of human beings and characters.
Activity reflection:
1, I think this activity designed and organized conforms to the age characteristics of children in our class. During the whole activity, I was infected by the children's positive learning attitude, rejoiced at the changes in their thinking, and marveled at their witty conversation and childlike innocence. The children are also pushed forward by me either implicitly or explicitly. In this activity, children actively interact with materials and teachers, showing different changes, which are unforgettable.
(1) Interaction between children and materials.
In this activity, nature is the object of exploration. We help and explore this object. I help to sort out the characteristics and changes of the four seasons and cultivate children's courage to discover what they know.
Daily necessities that can be taken everywhere and seen at any time are ordinary, but they can stimulate and dialectically think about "change". It is precisely because of the ordinary materials that children's words have content and thinking has evidence. For example, some children say that beverage bottles will become old and broken; Some children notice that the water in the bottle will deteriorate after a long time; Some people say that the bottle cap will loosen after a long time, and so on.
(2) Teacher-child interaction.
In activities, my children and I always inspire each other and depend on each other. Children truly show themselves in the situations I create, and I always play the role of guide, supporter and collaborator. For example, children put many items in the "unchanged" column, and I asked, "Is the bottle really unchanged?" This will guide children to think about the characteristics of goods. When a child boldly said that some things in the world will not change, such as TV sets and washing machines, I immediately asked everyone: "Who has different opinions?" In order to guide everyone to use the existing experience to persuade children to understand the changes of things.
2. Some children don't actively participate because this child is very smart, never likes to listen to other people's ideas, always turns a deaf ear to other people's performance, and blurts out in the middle of the activity: "In fact, everything in the world will change." Although he achieved my expected goal, I immediately said to his performance in the activity, "Yes, XX baby, you have changed, too. The change today is that you have learned to listen to other children's opinions more than before.
This activity, I mainly want to cultivate children's dialectical and scientific attitude. Although attitude can't be cultivated in a short time and it's hard to measure, I still want my children to learn to look at things around them with a dialectical and scientific attitude from an early age.