Teaching plan for kindergarten large class activities: food articles 1 activity objectives
1.Develop the habit of not being picky about food.
2. Understand that different foods have different nutrition.
3. Be able to express your ideas boldly.
Activities to prepare
Various models and plates of vegetables, meat dishes, rice and fruits.
Activity process
First, know the names of various dishes:
1.The teacher shows these models and asks, "What are these?"
2. Children learn from each other and know the names of dishes.
Second, communicate the diet content in daily life.
1.The teacher asked questions, and the children recalled: "What do you like best among these foods? Why? " "What do you usually eat besides the food you saw just now?" "What do you think is the most nutritious?"
2. Ask children to recall all kinds of foods in breakfast, lunch and dinner in life: "Do you usually eat the same things for breakfast, lunch and dinner? Why is it different? "
3. To sum up the reasonable collocation of three meals a day.
Third, the end of the activity
Activity extension
Children try to design their own recipes for the day.
Teaching plan for kindergarten large class activities: food chapter 2 activity objectives:
1. Understand the route that food passes through the body after people eat it and the functions of some organs in the body.
2. Willing to introduce the route of food passing through the body in the form of performance.
Activity preparation:
1, image data, headwear for mouth, esophagus, stomach, large intestine and small intestine.
2. flop
Activity focus: Understand the function of body organs and know the route of food passing through the body.
Difficulty: Difficulty: Performing cooperative performances on the basis of collective consultation.
Activity preset process:
First, watch the video: understand that food travels in the body.
1 Do you know where all the food we eat every day goes?
2. Watch the video and learn about food traveling in the body.
Second, performance activities: travel in the body with food.
1, group discussion, performance
(1)*** Discuss and explore how to show the process of food traveling in the body.
(2) Try by roles, and the teacher will give guidance.
(3) children's role play (group)
2. Discuss and demonstrate
(1) According to the model diagram of human viscera, the route of food in the body is mouth-esophagus-stomach-small intestine-large intestine-poop. (Make corrections)
(Focus on a point: for example, a manifestation of entering the stomach)
(2) Demonstration again
3. Cooperative performance
Give a full performance (1-2 times)
Third, the knowledge contest
Grab the answer:
Barbecue is delicious and nutritious.
Children can also drink.
Drink water immediately after exercise.
Exercise vigorously after meals.
Eating soup and soaking rice is good and fast
Required questions:
(1) How to protect teeth?
(2) Can we talk while eating?
(3) Wash your hands after defecation?
(4) How to protect our stomachs?
Value analysis: watch the image data to understand the process of food entering the human body.
Value analysis: learn more about the route of food passing through the body from the performance activities.
Teaching plan for kindergarten large class activities: food chapter 3 activity objectives
1, willing to compare the changes in the process of food production, and stimulate the interest in exploring the surrounding food.
2. Understand the morphological changes of food under certain conditions.
3, preliminary understanding of fried food is not conducive to health, willing to eat less fried food.
4. Know that the human body needs different kinds of nutrition.
5, a preliminary understanding of health tips.
Activities to prepare
Bread, steamed stuffed bun, fried dough sticks and other foods, magic wand, pot cover, courseware.
Activity process
First, the introduction of magic.
The teacher puts the food on the table and the pot covers the picture. )
-The teacher invited a child to the stage, and the teacher took out a magic wand and read magic spells with the children to become magic.
-Ask a child to come on stage and open the lid. Please tell the children here what food has been changed. (Bread, steamed stuffed bun, fried dough sticks, etc.)
Teacher: Children, do you know what these foods are made of? (flour)
Teacher: What kind of processing does it take to make flour into these foods? Let's take a look together.
Second, understand the morphological changes.
1, the teacher plays the courseware to understand the changes of food forms.
2. Ask children to talk about the changes before and after food processing. (Bread, steamed buns, fried dough sticks, hemp balls, popcorn, marshmallows, etc.)
3. (Show bread, buns, fried dough sticks, etc.) Guide children to look and taste, and use paper towels to absorb oil and compare who has more oil.
4. Summary: These buns are steamed, fried, baked, cooked, etc. Among them, steamed and cooked food are relatively healthy and children can eat them often. Fried and baked foods are relatively unhealthy, so children should eat less.
Third, the limbs become magic.
-The teacher guides the children to participate in making up the corresponding actions of each food, and asks the children to stand in a circle and conjure up the corresponding food according to the teacher's instructions. For example, change into buns. (All children make bread) Teachers pay attention to children's creative actions and praise them.
Activity reflection
According to the characteristics of children's age, teachers pay attention to the interest of teaching, stimulate children's interest by magic, and use diversified teaching methods to arouse children's enthusiasm for learning, so that children can develop their cognitive ability and emotion. Through observation and comparison, children's observation ability is developed, their perception is improved and their cognition is enriched.
Teaching plan for kindergarten large class activities: food chapter 4 Activity objectives:
1. Interested in food digestion, like to explore the process of food digestion.
2. Understand the human digestive organs and perceive the digestion process of food.
3. Develop good eating habits and don't be picky about food.
Activity preparation:
courseware
Activity process:
First, show pictures to stimulate children's existing experience
1. What are these things, children? Let's take a look. There are milk, bread, fruit and so on. Yes, they can all eat. We call what we can eat food.
2. Where did all the food we ate every day go? It turns out that food has taken a trip in our bodies. Let's travel with food today.
Second, the teacher tells stories
Hi! Hello everyone! I am a bean, rich in nutrition.
One day, Taotao's mother cooked me and my partner into a delicious dish. Taotao's teeth are so sharp that my friends were cut into pieces at once. Look, they're all going down, and in a moment, I'll go down in pieces, too. Hey! How did I get squeezed down?
As soon as I left my mouth, I was squeezed into a long thin passage, which is the esophagus. The esophageal wall is very thin, and I am sent down bit by bit in the esophagus.
Then I came to a big pocket, and this pocket is my stomach. It kept crawling, and it began to rain. My friend keeps turning and grinding here, becoming like paste.
We came to the little sister's house again. Its home is 5-7 meters long, with many hairs on the side and small doors. "Most nutrients are absorbed here in the small intestine." Sister Xiao Wei said, "Welcome your food friends. The nutrients absorbed by me can reach Taotao's whole body by going out from my small door, making Xiaotao grow taller and fatter, giving Taotao strength. " "I also want to go out and do something for Taotao. Hey, why can't I get out? "
Finally, we enter the large intestine, which is 1.5 meters short and thick, and is responsible for absorbing water and storing food residues.
Useless food scraps enter the thick and short large intestine, become feces, and are excreted. My little bean's magical trip is over.
Teacher's summary: OK, now let's see where the food we eat passes through our bodies. First, the mouth, esophagus, stomach, small intestine, and large intestine. Food first passes through the mouth, through sharp teeth, enters the stomach through the esophagus, digests the food, enters the small intestine, and finally passes through the large intestine and is discharged from the body. This is the food trip.
Third, children discuss how to protect their organs.
1. It turns out that our food has to go through so many organs, so how can we protect them?
If we eat too much or don't eat, it will also cause damage to the digestive organs. Drinking too many cold drinks or eating unsanitary food is also very harmful to them. Therefore, we should not only eat slowly, but also eat more healthy food, drink less cold drinks and eat more vegetables to protect our digestive organs. Not only that, we can't do strenuous exercise after a full meal, but we should take a walk, which is more conducive to the work of digestive organs.
Fourth, share children's songs
Bean, thank you very much for going on a trip with him. Finally, he gave a healthy eating song to children. Let's have a look.
V. conclusion
Clever children, we are the little masters of the body, so let's remember to protect the digestive organs together. Today, our food trip is over, thank you!
Kindergarten large class activity teaching plan: food article 5 activity goal
1. Let children know the functions of various digestive organs and the process of food digestion and absorption in the human body.
2. Learn simple ways to protect yourself.
3. Cultivate children's good eating and hygiene habits.
Activity preparation: Courseware "Travel of Little Beans" and Digestive System Puzzle.
Activity process
(A) Arouse the hobby of exploration
Teacher: We have to eat every day, so where is the food we eat? Today, let's travel with a small bean to see where the food we eat has passed.
(2) Through the partial demonstration of courseware, we can further understand the process of bean (food) travel, and preliminarily understand the role of digestive system, so as to improve children's self-protection awareness.
1. What is the first stop of Little Bean's trip? What happens to food in our mouth? How did it happen?
2. After passing through the mouth, where did the food travel, and through what did it reach the stomach?
3. What happens when food is in the stomach? How did it happen? (Rich vocabulary: peristalsis)
Summary: The stomach is like a pocket, and its peristalsis is to grind the food in the pocket finer and worse, which is convenient for human digestion.
4. Think about it, children. What will happen if there is too much food in this bag? Have you ever had stomach upset before? How did it happen? What should we pay attention to in life? How to protect the stomach?
Summary: Don't eat too hot food, eat regularly and quantitatively, don't do strenuous exercise before and after meals, have a variety of foods, and don't eat too many cold drinks and snacks.
Just now, the little bean traveled through the mouth, esophagus and stomach. It is going to travel again. Where is the next stop? (Guide children to understand the role of small intestine)
Summary: The small intestine is like a processing factory, which absorbs all the nutrition of food.
6. Where is the little bean going to travel at last? (Guide children to understand the function of large intestine)
Summary: food waste enters the large intestine and is finally discharged from the human body.
(C) grouping to find the sequence layout
Guide: We know the use of each digestive organ. Now the teacher has prepared a set of pictures for each group of children to show the working situation of each digestive organ. Please cooperate with each group of children and arrange them in the order of the little beans' trip just now. Then, tell us why they are arranged like this.
(D) expansion: arouse children's love for science and grow up to explore science. Teachers: In our human body, there are many secrets besides food travel. As long as we learn our skills seriously, we will certainly explore more human secrets when we grow up.
Teaching plan for kindergarten large class activities: food article 6 I. Activity objectives:
1, know several common foods and know their sources.
2. Develop a good habit of not wasting food and not being picky about food.
3. Boldly express various shapes of food, master the skills of rubbing, pressing and pulling, and learn to decorate "food" with some materials to experience the fun of making.
Second, the activity preparation:
Teaching pictures; Food-rice, bread, steamed bread; Some colored mud.
Third, the activity process:
1, activity introduction: show the food in kind (bread, steamed bread) and ask the children to tell what food it is.
2. Organize children to tell activities: I know the food, and encourage children to boldly introduce the types of food they know.
(1) What foods have you seen? Where did it come from?
(2) What foods do you like? What do they taste like? Why do you like them?
3. Summarize the children's speeches and tell them that these foods can only be made through the hard work of uncles and aunts. Children should cherish food and not waste it.
4. Show teaching pictures. Introduce some exotic foods to children-such as bamboo rice in Yunnan, hand-grabbed rice in Tibet in the morning, etc. Through the teacher's explanation, let children understand that with the improvement of people's living standards, the types and styles of food are becoming more and more abundant. People can't live without food every day. People who eat all kinds of food can be healthy and smart, so children can't be picky about food.
5. Teachers show colored mud, and at the same time use colored mud to demonstrate the production of food, which leads children to make their own food.
6, production activities: my favorite food.
(1) Give full play to children's imagination and let them discuss: the image design of their favorite food.
(2) Give colored mud to children, and the teacher will explain the general production method. Let children master the skills of rubbing, pressing and pulling.
(3) Guide children to learn to make all kinds of food with colored mud, and encourage children to boldly express all kinds of food.
7. Show the children's works, let them communicate with each other, and ask them to introduce their works.
Kindergarten large class activity teaching plan: food article 7 activity goal
1. Know that the shelf life of food is related to health and cultivate children's safety awareness.
2. Understand the matters that should be paid attention to when buying food.
3. Understand the production date and shelf life on food packaging bags through exploration.
Activity difficulty
Know what to pay attention to when buying food.
Focus of activities
Understand the production date and shelf life on food packaging bags through exploration.
Activities to prepare
1. Some foods with shelf life and production date.
2. "Pay attention to buying food" story
3.PPT
4. Video
Activity process
First, tell stories to stimulate children's interest
Second, through interaction, understand the matters that should be paid attention to when buying enough food.
Teacher: Why didn't Mom let Little Yellow Duck buy waxberry?
Teacher: What's wrong with the milk that Little Yellow Duck took?
Teacher: Why isn't the potato chips taken by Little Yellow Duck good? What does mother tell the little yellow duck to pay attention to when buying?
Teacher: Do you know what the shelf life is? Do you pay attention when you go shopping?
Summary: the shelf life is the time on the package, which is called the shelf life of food. You can't eat it after the shelf life.
Teacher: What should I pay attention to when shopping for food in the mall? How can I know when the food I bought was produced? Have you ever had a shelf life? Where will there be these marks?
Summary: Children should remember that when buying food, in addition to seeing the production date and shelf life of the food, they should also buy well-packaged food and check whether the food bag has the product mark with the quality inspection mark. Some rotten, rotten, fake and inferior food bitten by rats and flies can't be eaten, otherwise it will be food poisoning.
Third, through group exploration, understand the production date and shelf life on the food packaging bag.
Teacher: Where did you find the shelf life?
Summary: You can't eat food with broken packaging, food beyond the shelf life, rotten food, food bitten by rats and flies, and fake and inferior food.
Teacher: Do you know what will happen if we eat bad food?
Summary: Poisoning, illness, abdominal pain, vomiting and other symptoms may occur.
Fourth, improve experience and judge right and wrong.
1. Nini refused to eat food bitten by rats and flies. (√)
2. All think that the food that has just expired doesn't matter and can be eaten. (X)
3. An An told his friends not to eat rotten food. (√)
4. Buy all the fake and inferior food from roadside stalls. (X)
V. Watch videos to consolidate knowledge of food safety.
Teacher: Children, remember to use what you learned today when you buy food next time!
Teaching plan for kindergarten large class activities: food 8 Design intention:
After exploring the activity "Our Heart" with my children, some children asked me, "Where are the things we ate? Why are you hungry if you don't eat? " The exploration of the body by children in large classes is particularly strong. We often hear parents say that their children can't eat well and have some bad eating habits, such as skipping breakfast, drinking too much carbonated drinks and eating too many cold drinks. In order to make children understand the process of food digestion and absorption in the body, develop good eating and hygiene habits, and learn to protect their health, I adopted the textbook "Food Travel" and designed this activity.
Activity purpose:
1, know the digestive organs, perceive the digestion process of food, and be interested in the internal secrets of the human body.
2. Develop good dietary hygiene habits.
Activity preparation:
Material preparation: Courseware "Food Travel", some biscuits, pictures of children's operation, and a set of human body outline map for each group.
Activity process:
1. Starting from life, arouse the interest in exploration.
Teacher: Children, did you eat in the morning?
Teacher: Yes, we had breakfast, and we will have lunch later. We eat all kinds of food every day. So, where did the food we ate go?
Individual children are invited to speak.
Teacher: Food travels in our bodies like tourists, so how does it travel? Where will it pass? Let's take a look together.
2. Courseware demonstration to perceive the digestion process of food.
1, watch the animated video "Food Travel" completely, and get a preliminary understanding of the names of various organs in the food digestive system.
Weighing and the sequence of digestive organs through which food travels.
Question: Where did the food travel in the human body? Can you name them?
Individual children are invited to speak.
Teacher: Oral cavity, esophagus, stomach, small intestine and large intestine have the same name as digestive organ, which helps food to be digested in human body. Let's take a look at how food is digested and absorbed in the human body.
2, courseware local demonstration, let children know the digestive organs and their functions in an orderly manner.
(1) What is the first stop of the food tour? What changes does food have in our mouth?
(2) After passing through the mouth, where did the food go? What is the esophagus like?
(3) Where is the food transported through the esophagus? What happens to food in the stomach?
(4) The food travels through the mouth, esophagus and stomach. Where is the next stop? What role does the small intestine have?
(5) Where did the food go at last? What does the large intestine do?
3, combined with the digestive system diagram, summarized.
Summary: Food in the mouth becomes fine and broken after chewing with teeth, stirring with tongue and mixing with saliva. When food enters the esophagus, the esophagus transports the food to the stomach, where it is combined with gastric juice under the peristalsis of the stomach and further digested, and the food gradually becomes mushy. After the pasty food reaches the small intestine, the wall of the small intestine slowly absorbs the nutrition in the food, and the small intestine will transfer the food residue to the large intestine. Finally, the food residue will be excreted through the hepatic portal, and the feces will be excluded. This is the process of food digestion.
Third, through the whiteboard interactive game "Food Hide and Seek", we can further understand the functions of various digestive organs.
Teacher: We have known the characteristics and functions of each digestive organ. Now, food has to go into the human body to play hide-and-seek with you. Children can guess which organ the food is hiding in according to the tips every time.
Children's games.
4. Children arrange pictures and review the process of consolidating food travel.
1, please arrange the pictures according to the sequence of food passing through human digestive organs.
2. Show the results of children's operation, and ask individual children to explain the order of posting.
(Analysis: Children sort the digestive charts by themselves and consolidate their understanding of the order of food travel and the functions of various digestive organs. )
5. Educate children to develop good dietary hygiene habits through discussion and communication.
Summary: We can't eat unclean things, wash our hands before and after meals, pay attention to hygiene, chew slowly when eating, eat on time, don't overeat, don't eat snacks indiscriminately, don't be picky about food, don't exercise vigorously after meals, and should take a walk to help digestion.
Kindergarten large class activity teaching plan: food 9 activity goal:
1. Know that the human body needs different kinds of nutrition.
2. Understand the different classifications of food and know how to mix food reasonably.
3. Develop a good habit of not being picky about food.
Activity preparation: pictures of human body, pictures of various foods, and recipe design table.
Activity process:
1. Food preference questionnaire.
(1) Teacher: Today, children, let's go shopping in a gourmet street. You can write down all your favorite foods.
(2) We found that some children prefer meat to vegetables; Some children prefer fruit to steamed bread. Be picky about food. How about this? Why?
(3) Does picky eating affect our health?
2. The role of food in many people.
(1) Show various food maps.
(2) Teacher: Grains contain calories, which can make our bodies strong; Meat food contains fat and protein, which can supplement the body's energy; Egg and milk foods contain a lot of calcium, which can make our teeth and bones strong; Fruits and vegetables contain vitamins, which help our digestion. Our body needs a variety of nutrients and energy to grow healthily and sturdily. Without the nutrients of one kind of food, people can't grow up healthily.
3. Show me the food pyramid.
(1) Ask children to talk about their understanding of the food pyramid.
Summary: We need a lot of nutrition every day, just like a pyramid. You should eat more food below and less food above.
(2) Teachers and children discuss the food and nutrition of each layer of the pagoda in layers.
(3) The first floor is the food we eat the most every day. What foods are there?
Summary: Cereal food can replenish energy and make children full of energy.
(4) What foods are there on the second floor? .
Summary: Vegetables and fruits are high-fiber foods, which can promote intestinal peristalsis and make defecation smooth.
(5) What foods are there on the third floor?
Summary: Fish, shrimp, meat and eggs, etc., are rich in protein, which can make children grow tall and strong, and can be eaten in moderation.
(6) What foods are there on the fourth floor?
Summary: Milk and bean products can strengthen brain and intelligence, strengthen bones, and can be eaten quantitatively every day.
(7) What foods are there on the fifth floor?
Summary: The fifth layer is sugar and fried food. We must eat less. Eating more of these foods will make people obese, and eating sugar will lead to tooth decay.
4. Design recipes.
(1) Observe the day's recipes in kindergarten: Now let's see if the recipes arranged by our school doctor are also made according to the nutrition pagoda.
(2) Ask children to be recipe designers and design a one-day menu for themselves.
5. Share recipes designed by children.
Activity extension
Ask children to go home and design family recipes with their families.
Teaching plan for kindergarten large class activities: food articles 10 Activity objectives:
1, looking for a healthy way to poop, and understanding that a healthy diet needs a reasonable mix.
2. Know the importance of a balanced diet to the body.
3. Know that the human body needs different kinds of nutrition.
4. Actively participate in activities and speak your mind boldly.
5, a preliminary understanding of health tips.
Activity preparation:
PPT, food pictures, snacks such as meat, eggs and beans, disposable plates and toothpicks.
Activity process:
First, lead to the topic and stimulate interest. Question: What kind of poop do you think is healthy poop?
Summary: Healthy poop is yellow and looks like a banana.
Second, find ways to match healthily.
1, yellow elf asks: Can Zhuang Zhuang pull out banana shit?
Summary: The yellow elf family can make people strong.
2. Green Elves Question: Green Elves are naughty. They are hidden in these pictures. Can you find them out?
Summary: My family members can protect human beings from getting sick and help defecate more smoothly.
3. Red Elf Question: What are the members of the Red Elf family?
Summary: a member of the red elf family, it can make people strong!
4. Healthy collocation.
Teaching plan for kindergarten large class activities: food articles 1 1 activity objectives
1.Develop the habit of not being picky about food.
2. Understand that different foods have different nutrition.
3. Be able to express your ideas boldly.
Activities to prepare
Various models and plates of vegetables, meat dishes, rice and fruits.
Activity process
First, know the names of various dishes:
1.The teacher shows these models and asks, "What are these?"
2. Children learn from each other and know the names of dishes.
Second, communicate the diet content in daily life.
1.The teacher asked questions, and the children recalled: "What do you like best among these foods? Why? " "Besides the food you saw just now, what do you usually eat?" "What do you think is the most nutritious?"
2. Ask children to recall all kinds of foods in breakfast, lunch and dinner in life: "Do you usually eat the same things for breakfast, lunch and dinner? Why is it different? "
3. To sum up the reasonable collocation of three meals a day.
Third, the end of the activity
Activity extension children try to design their own recipes for the day.
Teaching plan for kindergarten large class activities: food articles 12 activity objectives
1, get a preliminary understanding of the food chain of marine animals, and perceive the relationship between them.
2. Cultivate children's desire to explore boldly.
3. Germinate children's awareness of protecting ecological balance.
4. Encourage children to speak boldly and respond positively.
Activities to prepare
Courseware, computer, operation card.
Activity process
First, introduce activities in the form of conversation.
Teacher: There are many animals living in the blue sea. Do you know any animals? (The child answers)
Teacher: A big thing happened in the ocean today. Shall we go and see it?
Second, create scenarios to stimulate interest.
Play the courseware: Underwater World.
Children's communication: what do you see? What happened? What do they eat?
Third, freely explore the food among animals and initially perceive the food chain.
Fourth, understand the importance of food chain to ecological balance, and sprout children's awareness of protecting the environment.
1, Discussion: What will happen when the food chain is broken?
2. Tell each other: What will happen without sharks in the ocean?
3. Courseware demonstration: Perceiving the importance of food chain to ecological balance.
Summary of teachers and students: It turns out that all animals in the food chain are indispensable. Without a link, the sea will get sick, the sea will become dirty and smelly, and other small animals can't live, and it will also harm us.
Teaching reflection:
First, introduce the hostile relationship between creatures with stories. Among them, the relationship between marine food is obvious, which stimulates students' interest in learning. The food relationship is marked with arrows, which seems easier, but students often draw the wrong direction of the arrow. In this regard, several red arrows are prepared, and it is emphasized that the blackboard is drawn in the direction of "who is eaten by whom".