Lesson plan of middle class science "Peanut" 1 activity goal
1.Learn to record the number of peanuts with numbers and symbols.
2. Try to peel peanuts and keep records for many times in a planned and orderly way.
Activities to prepare
1.One plate of peanuts per person (about 10, and the number of peanuts varies from1-3).
2. Each group has two boxes of colored pens, two empty pots, and one child activity material.
Activity process
Guess how many peanuts there are.
-Observe the peanuts on the plate and tell me what's the difference between them. (size, length and shape of peanuts can be compared),
Can you guess how many peanuts are in each peanut?
-Choose a peanut, guess the number of fruit inside first, and then peel it to see if you are right.
2. Discuss the method of recording.
Think about how to remember clearly how many peanuts are in the first peanut? What about the second and third one? -how to record? Did you peel off a record together, or did you peel off a record once?
3. Write down the number of peanuts.
-Children peel peanuts, count a few peanuts inside and record them on children's activity materials.
-Pay attention to the methods and steps of each child's peeling and memorizing, and understand the children's problem-solving strategies.
-Guide the children who finished first to observe their own record sheets and find the records with the same number of peanuts in the peanuts several times.
4. communicate and share.
-lead children to observe each other's recorded results.
-Ask individual children to say what their recorded numbers or symbols mean.
-Taste your peeled peanuts.
Activity suggestion
1. Encourage children to record in the way they think fit, and express the record results in clear language.
2. Peanut shells can be painted with seven colors in regional activities to make beautiful "colorful necklaces" and "colorful paths".
Lesson 2 of "Peanut" for Science in Middle School I. Design Intention
Peanut is very familiar to young children, and it is usually a frequent visitor in our natural corner. Sometimes, "greedy" children can't help secretly peeling it off. At the same time, it is also pointed out in the Outline that science education should be closely linked with children's real life and make use of things and phenomena around them as the objects of scientific exploration. Therefore, the middle class science "Peanut" is brewed. Through the process of "observation and comparison-guess and verification-expansion and extension", it helps children to know peanuts from the outside to the inside, encourages children to find and solve problems freely, and tries to record them in their own way.
Second, the activity objectives
1, observe the main characteristics of peanuts, and perceive the similarities and differences of the number of peanuts in peanut shells.
2. You can record the number of peanuts in your own way and test your guess.
Third, activity preparation
1, some raw peanuts with shells, and one record paper for each person (attached)
2, a small plate, a small basket per table.
Fourth, the activity process
(1) Introduce activities to preliminarily perceive the main characteristics of peanuts.
1 Look, children, what's on your desk? What are these peanuts like?
2. Now, how do you feel if you touch it with your little hands?
Let's touch it and see what's on it.
It turns out that there are many small holes in the peanut shell, which are bumpy and uneven.
3. Please compare with the children next to you. What's the difference between peanuts in your?
(Comment: At the beginning of the activity, mobilize children's tactile and visual nerves to participate in the activity, and guide children to initially perceive the basic characteristics such as the shape and color of peanuts, and understand the similarities and differences of peanuts in length and size by comparing them with other children's peanuts, so that children can have a superficial understanding of peanuts. )
(2) Record the number of peanuts in peanut shells and test your own guess.
1, guessing activities
1) What's in the peanut shell? Guess, how many peanuts are there in your peanut? How did you guess?
2) Please record your guesses on this form. Which grid should you record them in?
3) Children record the results of their own guesses.
4) How many did you guess? How did you record it?
2. Verification activities
1) How do you know if you guessed correctly?
2) How do you peel it? (The teacher learns the actions that children say.)
3) The methods mentioned by the children just now are all very good. You can pinch and twist them ... Let's try it with the your method, see how many peanuts there are, and record them.
4) Children record the number of peanuts counted.
(Comment: This is the key link of this activity. Please record it twice. The teacher first set a suspense for the children to guess the number of peanuts in the peanut shell freely, but I believe that experienced children will find that the bulges on the peanut shell can help us guess, and inadvertently the children solve their own difficulties. At this time, they will guide the whole class to make a purposeful and well-founded guess with this method and record the guess results in their own way. Then guide children to peel peanuts in various ways, verify the guessing results and draw corresponding conclusions. )
(3) Children show and introduce their own records.
1, did you guess as many peanuts as you counted? Tell you what, please show the record sheet to the children next to you.
2. Who is different?
How many did you guess? How many did you count? Then why do you ask to guess X?
3, teachers and children * * * The same summary: As you all know, there are "as many" guesses and "not as many" counts, but only those that are peeled off are the most accurate.
(Comment: Here, teachers provide a relaxed environment for children to introduce the similarities and differences between their two records, so that children can express themselves and improve their language skills. At the same time, guide children to find that only the number of peeled counts is the most accurate. )
(D) Expand experience
1 What's the use of peanuts?
2. Teacher's Summary: Children really know a lot. Peanut is not only useful, but also rich in nutrition. It also has a nice name called longevity fruit.
(Comment: Guiding children to contact life experience and talk about the use of peanuts not only mobilizes the enthusiasm of children to participate in activities again, but also enriches their knowledge and experience. Finally, on this basis, let children know about peanuts, which also has a nice name called longevity fruit. )
V. Reflection
The selection of materials for the activity comes from children's life, and children are familiar with and unfamiliar with peanuts. Therefore, peanuts themselves attract children's attention in the activity, so that children can concentrate on the activity. Through the free observation and comparison of children, the main characteristics of peanuts are virtually understood; Through the exploration and operation of children, I learned the relationship between peanuts and peanut shells. Through the recording of two guesses and verifications, the recording methods are strengthened. It can be said that the activities are carried out in accordance with the principle of gradual progress and gradual deepening, and children gradually master new knowledge content in free exploration and operation. However, the whole activity gives people the feeling that everything is completed under the high control of the teachers, the questions in the activity can be more open, the teachers' instructions and body language can be more exaggerated, the atmosphere of the activity can be more active, and the children's emotions can be higher.
The middle class science "peanuts" lesson plan 3 activity goal:
1, explore the method of peeling peanuts, and orderly perceive the characteristics of peanuts.
2. Learn to express your feelings and discoveries in words and experience the fun of hands-on operation.
Activity preparation: several plates of peanuts, courseware and peanut products.
Emphasis and difficulty: explore the method of peeling peanuts and perceive the characteristics of peanuts in an orderly manner
Activity process:
I. Import activities
Children, the teacher brought you something today. Let's see what it is. (peanuts)
② Teacher: Do children know where flowers grow? Children discuss teacher's summary: (Show pictures) Flowers grow in the ground, which are the fruits, leaves, stems and roots of peanuts, and the peanuts we eat grow in the roots.
Second, know peanuts
Have a look, touch, shake and taste peanuts.
Let's touch the peanuts. What does it feel like? (rough)
Have a look at what's on the peanuts? (pattern)
(3) What happens when you shake peanuts? Have a taste. What's the smell?
(2) Explore the method of peeling peanuts (1) There are secrets in peanuts. Guess?
How can peanuts be opened? Children discuss and try (peel, bite and knock) peanut dolls wearing small red clothes and living in pockmarked houses. One day, when a finger was pinched, the room opened from the middle, and the peanut doll jumped out to show the slide show.
Third, know peanuts
(1) What's in peanuts? (peanuts)
(2) Count how many peanuts are there in your peanut shell?
T: Some peanuts are rare.
(3) Let's see what color clothes peanuts are wearing. (Red clothes) T: The red clothes of peanuts are rich in nutrition and can be eaten and treated.
Now, please take off the red clothes of peanuts and see what's inside. (Nut) T: Oh, a peanut has a hard peanut shell outside, and there are peanuts in the peanut shell. The white peanut is wearing a red dress.
Fourth, discuss the use of peanuts
(1) Discuss how to eat peanuts. What kind of peanut products do you have? What else can peanut shells and peanuts be made of?
(2) Interact with the teacher and taste the peanuts. It is autumn, and many dried fruits are ripe. Peanuts are children's favorite. In order to let children know peanuts, learn to peel peanuts and know the role of peanuts, they chose the teaching activity "Delicious peanuts".
I hope that through this activity, children can find problems and solve them through self-operation, so as to experience the fun of hands-on operation.
Activity goal of lesson plan 4 of middle class science "Peanut"
1, practice holding peanuts with chopsticks to exercise the flexibility of hand muscles.
2. Actively participate in outdoor exercise and experience the fun of group activities.
Activities to prepare
1, children have a pair of chopsticks and a plate.
2. Put peanuts, steamed buns and French fries in a small basket in each group.
Activity process
First, the import part
1 Introduce chopsticks directly, fully arouse children's learning emotions, and introduce its sources, uses and benefits of using chopsticks, stimulate children's desire to operate chopsticks, and lay the foundation for the next link.
Second, the basic part
1, show peanuts, steamed buns, French fries and other items to arouse children's interest in using chopsticks.
2. Ask individual children to demonstrate how to clip objects. The teacher does not emphasize the essentials of using chopsticks, so that children can practice freely and enter with questions.
Go to the next link,
3. Organize discussion: Why can some children pick up food with chopsticks quickly, and some children pick up food slowly? How does he hold chopsticks?
4. The teacher explains the essentials of using chopsticks and implements the first goal. To hold chopsticks in the right posture, open them first when holding food, and then clamp them after holding food.
5. Practical activities: Divide the children into five groups, and see who is the best peanut teenager in the specified time.
6, teachers tour guidance, help children with difficulties.
Third, at the end, each group judges the children who have the most clips, encourages other children to learn from them, and usually practices using chopsticks more.
The middle class science "peanuts" lesson plan 5 activity goal:
1.Find a suitable tool for separating peanuts and mung beans in operation, and try the basic operation mode of the sieve.
2. Find the relationship between tools and separation objects in practice and observation, and learn the method of selecting suitable separation tools.
Activity preparation:
1.Children are divided into five teams: red, yellow, blue, green and purple.
2. Five pots of peanuts and mung beans mixed together
3. Solid pots 10, 10 small-hole sieves, 10 large-hole sieves and 20 medium-hole sieves.
4.10 empty pots are used to hold peanuts.
5. video recording
Activity focus: We can find suitable tools and methods to separate peanuts and mung beans.
Difficulties in activities: Understand the application rules of the sieve in life from the reason that the sieve can separate peanuts and mung beans.
Activity process:
First, set questions and lead questions
Teacher: This morning, xu teacher accidentally mixed peanuts with mung beans, but my uncle and aunt in the kitchen are going to cook peanut soup soon. Please do me a favor and separate peanuts from mung beans. Do you have any good ideas?
Second, try with your hands and feel the slow separation speed.
1.Children try by hand.
Teacher: OK, then please divide it with your hands. Please divide the peanuts into the plastic basket next to the big basin! Time is pressing. Come on!
Teachers use the form of counting to make children experience slowly.
2. Teacher's summary: A little bit of things are mixed together, and we can separate them quickly by hand, but now there are too many mixed things, so the separation will be slow. Is there a faster way? Children discussion
Third, try with a sieve and a small basin to find a separation tool.
Teacher: Actually, xu teacher brought a mysterious tool today. As long as you put a handful of mixed peanuts and mung beans in this tool, it will quickly separate peanuts from mung beans. What is it? Take these two tools and divide them. Look for them. Be careful not to drop mung beans and peanuts outside the basin.
1.Children try to use two tools, a small basin and a sieve (a laundry list), and the teachers patrol to observe and guide.
Discussion: What did you see when we parted? How to make mung beans to fall off quickly? (Shake) Did you find the mysterious tool now? What's the difference between it and a small basin?
2. Summary: Oh, it turns out that there are holes in the laundry list. As long as we shake it, peanuts and mung beans will be separated quickly. Then, can all tools with holes quickly separate peanuts from mung beans?
3. Children's discussion
Fourth, try two kinds of sieves with different hole sizes to understand the relationship between the separated object and the hole size of the sieve.
1.Children try again.
Teacher: There are two different tools with holes here in xu teacher. Please try them.
2. Discussion: Can all tools with holes separate peanuts from mung beans? What did you find when you tried? Why can't we separate? Why can this tool separate mung beans from peanuts?
3. Summary: It seems that not all tools with holes can separate peanuts from mung beans. Only the holes in the tools are smaller than peanuts and larger than mung beans are the most suitable, and peanuts and mung beans can be separated fastest and best. Children, when we divide things in the future, we should also compare things with holes.
5. Separate peanuts and mung beans with a suitable sieve again and experience the fun of success.
Teacher: Great, the right tools have finally been selected. Then we will have a competition to see which group can get the fastest score, but there is a requirement during the competition. Please don't sprinkle mung beans and peanuts on the ground, otherwise we will lose points!
Six, migration experience, watch the video to understand the use of sieve in daily life.
Teacher: Today, we used this tool with holes to quickly separate peanuts from mung beans. It's amazing! In fact, in our life, there are many such tools, and they will separate many things. Let's take a look.
Lesson 6 of "Peanut" in Science for Middle School Class I. Activity Objectives
1。 Understand the composition and structure of peanuts and the growth process of peanuts.
2。 Learn to observe orderly from the inside out.
3。 Willing to boldly express their understanding of peanuts in front of the group.
4。 Cultivate mutual courtesy and learn the ability of division of labor and cooperation through experiments.
5。 Learn to record your own discoveries in various forms such as language and symbols.
Second, the activity preparation
Each group prepares a small basket of peanuts, projectors, pictures of the growth process of peanuts (germination, growth, flowering and fruiting), pencils, recording paper (one for each person) and various foods made of peanuts.
Third, the activity process
1。 Introduce activities to stimulate children's interest.
(1) Teacher (showing the bag): "There is something in my bag. I want you to touch it and see if you can guess what it is."
(2) Individual children go to the stage to touch through the cloth bag and tell their own guesses. Teachers guide children to tell their own guesses and reasons.
(3) The teacher poured out the contents of the bag to confirm the children's guess. According to the reason of children's guess, the external characteristics of peanuts are preliminarily confirmed. Such as: hard and numb. Wait a minute.
2。 Children carry out exploration activities.
(1) Explore the external characteristics of peanuts.
(1) Give out a basket of peanuts to each table. Guide children to talk about the appearance characteristics of peanuts they have got. Children tell their findings on the basis of full perception.
Teacher: "Everyone takes out a peanut to have a look, touch and smell. Let's see what the flowers look like first. " Teacher: "How do peanuts feel?" Teacher: "Finally, let's smell it. What's the smell of peanuts?"
(2) Teacher's section: Summarize children's perception of peanut appearance.
Compare the children's observation results with the physical objects on the projector. Peanut shell color is milky white, looks like a twist, feels numb and not smooth.
Teacher: "What we saw and touched just now was the outermost appearance of peanuts. What does it look like in the hard shell of peanuts? Do you want to know? "
(2) Explore the internal characteristics of peanuts.
(1) Teacher: "What's it like in peanuts?" (The child answers) "Did you guess or did you see it?" "How to open peanuts?" (Children tell their own ways)
(2) Peel peanuts.
Teacher: "Open peanuts in your own way and record your findings on paper."
(3) Children peel peanuts and observe the records.
Teachers inspect children's activities and give appropriate guidance.
(4) Children talk about their observations.
Teachers put the children's observation records on the projector and let them introduce their observation results to everyone against their own records.
(5) Children will have different recording methods, and teachers can appropriately guide children to talk about their own recording methods when guiding them to talk about their observation results.
Third, use the projector to collectively observe the parts and growth process of peanuts after peeling.
(1) The teacher introduced peanuts from outside to inside.
(2) Teacher: "Where do peanuts grow?" (The child answers)
(3) The teacher presents the picture of the growth process of peanuts to the children with a projector.
The teacher introduces the growth process of peanuts to children with pictures. And according to the real-time characteristics of peanut results, introduce peanuts to children, also known as "groundnuts".
Fourth, discuss the use of peanuts.
(1) Teacher: "People are very smart. They not only know that peanuts can be eaten, but also make peanuts into various delicious foods. Do you know what kind of food peanuts are used for? "Guide children to tell the peanut products they see and eat in their lives.
(2) Teachers can introduce the medicinal value of peanuts to children. For example, peanut red skin can treat anemia, and people with bad stomachs often eat peanuts to nourish their stomachs.
Teaching reflection:
Kindergarten science activities emphasize the process that children operate and perceive things around them, constantly find problems and try to solve them with the help of teachers' guidance and their own activities. Let children explore the unknown independently on the basis of what is known, succeed in constant attempts, and finally gain knowledge.
The middle class science "peanuts" lesson plan 7 related knowledge:
Peanut is an abundant and widely eaten nut in China, which can be eaten in many ways (boiling, frying, cooking, etc.) and can also be used to extract oil. Soap making is also the raw material of cosmetics.
Activity objectives:
1, learn to record the number of peanuts with numbers and symbols.
2. Try to peel peanuts and keep records for many times in a planned and orderly way.
Activity preparation:
Each person has a plate of peanuts (about 10, the number of peanuts varies from1-3), each person has a pen, each group has two empty pots, and each person has a child record card.
Activity process:
1, guessing, eliciting peanuts, observing peanuts
(1) Today, the teacher brought a new friend, who was hidden in this riddle (show the riddle "Ma House, Red Curtain, with a white fat man living in it." ), let's guess together. If you get it right, it will play games with us. Do the children have the confidence to guess? Ok, listen carefully and think hard. Let's work together. (Teachers say riddles, children guess)
(2) Yes, it's a peanut mother who lives in a hemp house. Mother Peanut said that the children are really smart. She gave each child a plate of peanuts. (Ask each child to take a plate of peanuts.) Want to play a game with the children, ok? Listen carefully, first observe the peanuts in your plate carefully, don't peel them off, talk about their differences, and see if they are different in size and length.
(3) Can you guess how many baby peanuts there are in every peanut mother's belly?
(4) Choose a peanut, guess how many baby peanuts are in it first, and then peel them to see if you are right.
(5) How many peanut mothers are there, and how can we remember how many peanut babies each peanut mother has? The first, the second ....., do you have any good ideas? (Children's discussion) How to record? Should I write it down together after peeling, or should I write it down one by one after peeling?
2, children's operation, record the number of peanuts
(1) Children peel the peanuts, count the peanuts inside and record them on the children's record card. (Teachers pay attention to observe the methods and steps of each child's peeling and memorizing, and understand the children's problem-solving strategies.)
(2) Guide the children who finished first to observe their own record cards, and find out how many times the number of peanut babies in the peanut mother's belly is the same.
(3) Children observe and record each other's results.
(4) Ask children to talk about what their recorded numbers or symbols mean.
Design ideas of lesson plan 8 of middle class science "Peanut";
After a period of exploration, children have discovered many secrets of plants, especially in the small theme of "green vegetable basket", which is in autumn and a harvest season. As children in rural areas, they are close to their children's life experience, and they know more and more about different varieties of vegetables. In addition to vegetables, children are also interested in other crops in vegetable fields. Peanut is one of them, and children are familiar with it and love to eat it, so I dragged this ready-made material into this theme activity.
In order to further let the children explore and discover the secret of peanuts, I preset this "peanut peeling" activity. Objective To let children learn to record the number of peanuts with numbers and symbols in a relaxed and happy activity atmosphere, and to perceive the difference in the number of peanuts in peanuts. Teachers put forward different levels of operation requirements according to the different abilities of children, so that every child can be promoted on the original basis. Through activities, children can feel the joy of labor and share the happiness of success with their peers.
Activity objectives:
1, perceive the characteristics of peanuts, and know that the number of peanut kernels in peanuts is different.
2. Learn to record the number of peanuts with numbers and symbols.
3. Try to peel peanuts and keep records for many times in a planned and orderly way.
Activity preparation:
1, one plate of peanuts in each group (the number of peanuts provided varies), one box of colored pens in each group, two empty plates and small bowls; Each person has a copy of the recording paper.
2. Wash your hands before activities.
Activity process:
1, lead to "peanuts" by guessing riddles.
Riddle: hemp house, red curtains, white fat man living in it.
2. Guess how many peanuts there are in the observation plate, and talk about their differences.
Can you guess how many peanuts are in each peanut? Choose a peanut, guess the number of peanuts in it first, and then peel it to see if you are right.
3. Discuss the recording method. Think about how to remember clearly how many peanuts are in the first peanut.
How to record? (Teachers and students discuss with each other)
4. Explore and experience children peeling peanuts and make records.
Teachers observe children's operational behavior and give them appropriate guidance.
5, exchange and share children to communicate with each other to introduce their own records.
Share and taste peanuts with your partner.