Teaching plans for many scientific activities in kindergartens

Scientific activities in kindergarten middle class: the goal of haha mirror activities in spoon

1. Perceive the difference and interest of concave-convex surface imaging of stainless steel spoon, and preliminarily understand the reasons for the image change of the mirror and its application in life.

2. Try to communicate the process and results of the operation by means of collective record and personal expression, and experience the fun of hands-on inquiry.

Activities to be prepared

1. Everyone has a stainless steel spoon.

Both teachers and children have played the game of looking in the mirror (Teacher: Where is the mirror? Yang: Mirror, mirror here).

3.PPT courseware (concave and convex Chinese characters, collective record form, traffic safety corner mirror and other pictures).

Activity process

Introduction to the game, recalling the existing experience.

1. Teachers and children play the game of looking in the mirror.

Teacher: Let's play the game of looking in the mirror. I'll look in the mirror. You are my little mirrors. Teachers make all kinds of simple body movements, and children imitate them in front of the mirror.

2. Inspire children to think and express their existing experience.

Teacher: You have a good time. Looking in the mirror is really interesting. So what do you find when you look in the mirror?

3. According to the child's answer, inspire and summarize in time.

Teacher: There is a you in the mirror, too. Are you two exactly alike? Where is it the same? What is the difference? When looking in the mirror, stay away from the mirror and get closer. Are the portraits the same?

(Comments: This link introduces teaching activities in the form of games, so that children can easily enter the learning state. At the same time, make effective use of children's existing life experience to pave the way for children to explore and gain new experiences in the next link. )

Hands-on operation, explore the secret of the mirror.

1. Children explore for the first time and feel the fun of spoon mirror.

Teacher: However, today, instead of preparing mirrors, the teacher prepared these stainless steel spoons. Can they be used as mirrors? Please try it now, play with these spoons, take some photos and see what you can find.

2. Conduct collective communication in the discovered operations and encourage children to express clearly and boldly.

Teacher: What did you find? Please tell everyone as clearly as possible.

(Comments: The first operation gives children ample space for exploration and expression, and encourages children to boldly express their operation process and results with open questions. )

3. Combined with PPT, introduce the name of concave-convex surface.

Teacher: Are the two sides of the spoon the same? What are their names? Teacher, here are two Chinese characters friends. Let's see if they can help us.

What do these two words look like? Is it fun? This word is pronounced "ao" and this word is pronounced "tu". Which side of the spoon are they referring to?

The teacher pointed to both sides of the spoon and taught the children to say names.

(Comment: The emergence of Chinese characters can be a "scaffold" for children to further learn independently, which is conducive to children to sort out their experiences, express more clearly, observe and explore more purposefully in the next operation. )

4. Collective guess and record.

Teacher: Knowing the concave-convex surface, you can make it more clear when you introduce your findings. Do concave and convex surfaces reflect the same people?

According to the children's answers, the teacher posted the corresponding figures in the collective record table. (upright, inverted, flattened, lengthened, etc. )

(Comments: In this session, the teacher does not judge the children's feedback, but lets the children find their differences of opinion with their peers, thus arousing the desire to explore again. At the same time, it is also conducive to children to form an objective and rigorous scientific attitude. )

5. Children explore again and feel the difference of concave-convex surface imaging.

Teacher: What exactly is the portrait reflected by the concave-convex surface? Let's try again. This time, we should observe carefully and see what we find.

6. Collective exchange of homework results, teachers randomly record.

Teacher: What did you find? Are all the people on the concave-convex surface the same? Do you have a different opinion?

7. Inspire children to think further.

Teacher: The portrait taken with the concave side of the spoon is upside down, the portrait taken with the convex side is upright, and the portrait taken with the concave and convex side is somewhat deformed. Why don't we look in the ordinary mirror at ordinary times?

This is because the surface of the ordinary mirror is flat, so you have not changed in the mirror, while the surface of the spoon is concave and convex, and you have undergone interesting deformation. People also specially made some mirrors with uneven surfaces, which we call haha mirrors.

(Comment: Behind all scientific phenomena, there are scientific concepts and principles. While encouraging children to actively participate in scientific inquiry, they should also be encouraged to think boldly about the scientific truth behind the phenomenon. The problem in this link is very challenging. The teacher is not in a hurry to reveal the answer, but listens patiently and constantly inspires, so that children can understand the mystery in the collision of old and new experiences. )

Observe the pictures and understand the application of concave-convex mirror in life.

1. Show the road safety corner mirror and discuss its use.

Teacher: Have you ever seen such a convex-concave mirror in your life? Where have you seen it?

The teacher has a pair of eyes that love to discover. Look what I found. Why would someone put this mirror in the underground garage, at the corner of the road, at the door of the community? See what it's like. Guess what's the use?

2. summary.

Teacher: Today, we found the haha mirror hidden in the spoon and got to know the protruding road safety corner mirror. In fact, there are many useful convex mirrors and concave mirror in life. Do you want to know where they are hidden and what's the use? The teacher believes that you, like me, have a pair of eyes that love observation and discovery, so I give you this task, and I believe you will find the answer soon.

(Comment: Science and life are integrated. Science is everywhere in life. Only when science is applied to life can it show its charm. Therefore, teachers strive to prevent teaching from staying in the classroom and avoid the embarrassment that science learning stops when it leaves the classroom. Instead, let children know that science is around through the guidance of teachers. As long as they have a pair of eyes that are good at observing and discovering, they can learn more knowledge. )

The design of scientific activities in kindergarten middle class ―― The mirror in the spoon: the design concept of "children are born scientists". In the face of new things that are unknown in life, children always explain their doubts in their own way. And "inquiry learning" is the basic way for children to learn science, which can satisfy children's desire to explore and make scientific literacy take root in children's hearts.

The activity of "mirror in spoon" is accidental. One day, everything was ready before dinner. In the warm light music, the children are looking forward to tasting today's food. At this time, Chen Tianqi found his own shadow in the stainless steel spoon. Driven by curiosity, the children began to see their own shadows in the spoon. In order to let children feel the imaging characteristics of concave mirror and convex mirror and fully experience the fun of scientific exploration, I designed this activity to let children explore and understand the imaging of shadows by fiddling with mirrors, mirrors, stainless steel bowls, spoons and other materials.

Detailed teaching plan

Teaching comments

[Class suggestion] 1 class hour

[Activity objective]

1. Stimulate children's curiosity about mirrors and experience the fun of mirror games.

2. Stimulate children's interest in light reflection and explore the phenomenon of specular reflection.

3. Perceive and describe the reflection phenomenon on the spoon, generate the desire to explore and experience the fun of discovery.

[Activity preparation]

1. This activity must be carried out on a sunny day.

2. Small mirror, stainless steel spoon, and some pictures of small animals, with double-sided tape on the back, at least one for each person.

[Activity Flow]

First, the import part of the activity.

Teacher: Today, the teacher brought you many interesting mirrors. Let's play together and see what you can find.

Second, children play with mirrors.

1. Teacher's Guide 1: Ask the children who are playing with the mirror in their seats.

How do you play with the mirror?

② What did you find?

Summary: Mirrors can reflect shadows. With a mirror, you can see the child behind you without turning your head.

2. Teacher's Guide 2: Yiyi is a mirror playing in the sun. Let's ask her what she found!

What did you find in the sun?

② Why are there light spots on the wall? The mirror reflects sunlight to the wall, producing a light spot. )

③ Will the light spot on the wall move?

How did you make it move? (The light spot shakes with the shaking of the mirror. )

Summary: In the sun, the mirror can produce a light spot on the wall, and it can also move the light spot where it wants to go.

3. Teacher's instruction 3: Xiangxiang and Lele are great. They play the game of "animals chasing each other". Let's see how they play together!

What game do you play?

How to make your wolf (rabbit) run faster?

3 let the children try.

Summary: Animal Chasing is so fun. Does your little animal run fast? How do you feel psychologically?

The teacher showed a variety of flat mirrors and pictures of small animals with double-sided tape on the back, allowing children to choose freely.

In the process of children's inquiry, teachers selectively communicate with children from easy to difficult, and finally collectively share the inquiry results and conduct confirmatory inquiry.

Sticking a picture of a small animal with double-sided tape on the back of the mirror will make the same image of the small animal appear on the wall, which can enhance children's interest in the game and train them to move the light spot.

Third, observe the "mirror in the spoon".

1. Teacher: Is there anything in life that can reflect images like a mirror?

2. Play the game of "mirror in spoon". Ask questions to help children explore systematically.

What do you see about yourself in the spoon? What is it like? There is also a mirror in the spoon.

② Is the concave-convex surface of the spoon the same as that of the spoon handle? What is the difference?

Is the mirror you see in the spoon the same as yourself in the mirror? Why?

Summary: The concave-convex surface of the spoon reflects light differently, so children should further explore the mystery.

I am a small photographer.

(1) Take the children outdoors and "photograph" with a spoon.

Let the children talk about what they see in the mirror in the spoon. What is the change compared with the original object?

3 Guide children to think: Is it the same to "shoot" the same object with different spoons? Why?

④ Guide children to feel the relationship between spoon size, old and new, and image, leaving room for children to continue exploring. Children finish their activities by playing "Ha Ha Jing".

Inspire children to combine their own records and communicate their findings with their peers. According to the expression of children, focus on guiding children to talk about the difference between concave, convex and handle of spoon. For example, the concave surface of the spoon shows an inverted image, while the convex surface shows an upright image. Give affirmation and further summary.

The teacher affirmed and further summarized the child's expression.

[Activity expansion]

Put stainless steel bowls, spoons, bell skins, mirrors, cups and other "mirrors" in the science area so that children can continue to explore the secrets.

Teaching Plan of High-quality Science Class in Kindergarten ―― Ha-ha Mirror in Spoon

Science teaching plan for kindergarten middle class ―― Haha, the mirror in the spoon

moving target

1, sprout children's curiosity about mirrors and experience the fun of mirror games.

2. Stimulate children's interest in light reflection and explore the phenomenon of specular reflection.

3. Perceive and describe the reflection phenomenon on the spoon, generate the desire to explore and experience the fun of discovery.

Activities to be prepared

1. This activity must be carried out on a sunny day.

2, a small mirror, stainless steel spoon, a few pictures of small animals, double-sided tape on the back, at least one person.

Activity process

First, the import part of the activity.

Teacher: Children like playing with spoons best. I haven't played for days. Do you want to play? Let's play with the mirror!

Second, children play with mirrors. All kinds of flat mirrors, pictures of small animals with double-sided tape on the back and other materials, please choose freely. In the process of children's inquiry, teachers selectively communicate with children from easy to difficult, and finally collectively share the inquiry results and conduct confirmatory inquiry. )

Teacher's guide 1: Ask the children who are playing with the mirror in their seats.

1. How do you play with the mirror?

2. What did you find?

Summary: Mirrors can reflect shadows. With a mirror, you can see the child behind you without turning your head.

Teacher's Guide 2: Some children are playing with mirrors in the sun. Let's ask her what she found!

1. What did you find in the sun?

2. Why are there light spots on the wall? The mirror reflects sunlight to the wall, producing a light spot. )

3. Will the light spot on the wall move?

4. How did you make it move? (The light spot shakes with the shaking of the mirror. )

Summary: In the sun, the mirror can produce a light spot on the wall, and it can also move the light spot where it wants to go.

Teacher's Guide 3: Some children are playing the game of "chasing animals". Let's see how they play!

1, what game do you play?

2. How to make your wolf (rabbit) run faster?

3. Ask your child to try.

Summary: Animal Chasing is so fun. Does your little animal run fast? How do you feel psychologically?

Third, children play with the mirror in the spoon.

(1) Teacher: Is there anything in life that can reflect images like a mirror? (The child answers).

(2) Play the "mirror in the spoon" game to inspire children to communicate their findings with their peers in combination with their own records. According to the expression of children, focus on guiding children to tell the difference between the concave surface, convex surface and handle of a spoon, and ask questions to help children explore systematically:

1. What do you see in the spoon? What is it like? There is also a mirror in the spoon.

2. Is the concave-convex surface of the spoon the same as that of the handle? What is the difference?

3. Do you see yourself in the mirror in the spoon the same as yourself in the mirror? Why?

Simple summary: The difference of light reflection between concave and convex surfaces of spoons needs children to further explore the mystery.

(3) I am a small photographer.

1, lead the children outdoors and "photograph" with a spoon.

2. Let the children talk about what the mirror in the spoon sees. What is the change compared with the original object?

3. Guide children to think: Is it the same to "shoot" the same object with different spoons? Why?

4. Guide children to initially feel the relationship between spoon size, old and new and imaging, leaving room for children to continue exploring.

Fourth, children end their activities by playing "haha essence".

Activity expansion:

Put stainless steel bowls, spoons, bell skins, mirrors, cups and other "mirrors" into the science area, so that children can continue to explore the secrets.

The Design of Scientific Activities in the Second Classroom ―― The Activity Goal of the Ha-ha Mirror in the Spoon

1. Perceive the difference and interest of concave-convex surface imaging of stainless steel spoon, and preliminarily understand the reasons for the image change of the mirror and its application in life.

2. Try to communicate the process and results of the operation by means of collective record and personal expression, and experience the fun of hands-on inquiry.

Activities to be prepared

Holding a stainless steel spoon; Both teachers and children have played the game of "looking in the mirror" (Teacher: Where is the mirror? Young man: the mirror, the mirror is here. ); PPT courseware (concave and convex Chinese characters, collective record form, traffic safety corner mirror and other pictures).

Activity process

First, the game import, recall the existing experience

1. Teachers and children play the game of "looking in the mirror"

Teacher: Let's play the game of looking in the mirror. I'll look in the mirror. You are my little mirrors. Teachers make all kinds of simple body movements, and children imitate them in front of the mirror. )

2. Inspire children to think and express their existing experience.

Teacher: You have a good time. Looking in the mirror is really interesting. So what do you find when you look in the mirror?

3. According to the child's answer, inspire and summarize in time.

Teacher: There is a you in the mirror, too. What do you two have in common? What is the difference? When looking in the mirror, stay away from the mirror and get closer. Are the portraits the same?

Second, hands-on operation, explore the secret of the mirror.

1. Children explore for the first time and feel the fun of spoon mirror.

Teacher: Today, the teacher prepared a stainless steel spoon instead of a mirror. Can they be used as mirrors? Please try, play with these spoons, take some photos and see what you can find.

2. Communicate the findings in the collective operation and encourage children to express clearly and boldly.

Teacher: What did you find? Please tell everyone as clearly as possible.

3. Combined with PPT, introduce the name of concave-convex surface.

Teacher: Are the two sides of the spoon the same? What do you think their names are? Teacher, here are two Chinese characters friends. Let's see if they can help us.

Teacher: What are these two words like? The word (concave) is pronounced "concave". Which side of the spoon can be used to describe it? The word (convex) is pronounced "sudden". Which side of the spoon can be used to describe it? (The teacher points to both sides of the spoon, and the children say their names. )

4. Collective guessing and recording

Teacher: If you know the convex and concave surfaces, you can explain your findings more clearly. Do concave and convex surfaces reflect the same people? According to the children's answers, the teacher put the corresponding figures (upright, lengthened, etc. ) on the collective record sheet.

5. The child explores again and feels the difference in concave-convex surface imaging.

Teacher: What exactly is the portrait reflected by the concave-convex surface? Let's try again, this time we should observe it carefully and see what we find.

6. Collective exchange of homework results, teachers randomly record.

Teacher: What did you find? Are all the people on the concave-convex surface the same? Do you have a different opinion?

7. Inspire children to think further.

Teacher: The portrait taken with the concave side of the spoon is upside down, the portrait taken with the convex side is upright, and the portrait taken with the concave and convex side is somewhat deformed. Why don't we look in the ordinary mirror at ordinary times?

Teacher: The surface of an ordinary mirror is flat, and you haven't changed in the mirror, but the surface of the spoon is concave and convex, and you have undergone interesting deformation. People also specially made mirrors with uneven surfaces, which we call haha mirrors.

Third, observe the pictures to understand the application of concave-convex mirror in life.

1. Show the road safety corner mirror and discuss its use. Teacher: Have you ever seen such a convex-concave mirror in your life? Where have you seen it?

Teacher: The teacher has a pair of eyes that love to discover. Look what I found. Why would someone put this mirror in the underground garage, at the corner of the road, at the door of the community? See what it's like. Guess what's the use?

2. summary. Teacher: Today, we found the haha mirror hidden in the spoon and got to know the road safety corner mirror. In fact, there are many useful convex mirrors and concave mirror in life. Do you want to know where they are hidden and what's the use? The teacher believes that you, like me, have a pair of eyes that love observation and discovery, so I give you this task, and I believe you will find the answer soon.

Activity review

Fang Jingrong surprises me every time he shows me activities, and this time is no exception. The whole teaching gives me the feeling of being "relaxed" and "efficient".

First, "Yi"-the concept of taking children as the main body has been fully reflected.

1. Life. Using children's experience of looking in the mirror in their daily life, let children observe and explore the spoons they often touch in life, discover the secrets of the mirror, and feel that science is around.

2. activities. The deformation characteristics of spoon concave-convex surface imaging revealed in teaching are all discovered through children's own operation observation. At the same time, the children draw scientific conclusions by comparing the guessing results in the record table with the hands-on results.

3. gameplay. Teachers guide children to treat science learning with a "play" attitude, such as "Let's play a mirror game" and "Play with a spoon, what will you find", and always guide children to observe and discover with a positive attitude.

Second, "high efficiency"-the spirit of teacher-led has been well implemented.

1. Generalizability. On the basis of gradual teaching, this kind of teaching constantly challenges children's thinking height, such as setting questions higher than children's original development level in each link; The teacher introduced the "road safety corner mirror" to let the children know the knowledge that they have not been exposed to; Guide children to feel "bump" and give them more accurate concepts to support the inquiry expression behind them. This kind of teaching can really help children improve their cognitive experience.

2. Extensibility. When the child found himself deformed in the spoon, the teacher consciously used "If you put the spoon farther and closer, what would you find?" This can guide children to explore conditions through active change, find different deformation characteristics, and expand the cognitive experience that children would not have paid attention to.

3. sustainability. Teacher Fang not only pays attention to the acquisition of children's scientific knowledge in teaching, but also pays attention to the foundation of children's sustainable learning and development. For example, pay special attention to the cultivation of children's awareness of "observation and discovery of love"; Pay attention to the formation of rigorous scientific attitude; Pay special attention to the guidance of children's learning methods, support, guide and promote children's high-quality independent learning.

Scientific activities in kindergarten middle class: changes in the design ideas of paper cups: most children in my class are attracted by paper cups when they work in the district. They turn paper cups into robots and many things. I see children are so interested in the change of paper cups. So this activity is to let children further explore the changes of paper cups through their own imagination.

Teaching objectives:

1. Explore by imagination in various ways, or use various auxiliary materials, which is the change of paper cups.

2. Cultivate children's hands-on ability.

Teaching process:

1, drink a glass of water from a paper cup and ask: What did I just do? What water did you drink?

2. What can a paper cup do besides drinking water?

3, children's operation, teacher guidance.

4. comment.

The teacher concluded: "There are many things that can be changed in life. As long as we love to use our brains, we will definitely make more changeable garbage useful.

Scientific Activities in Middle School —— Walking Box

I. Theme of the event

A walking box

Second, the activity objectives

1. Children know that waste can be processed into useful materials by making walking boxes.

Children learn the skills of making toys by simple operation and feeling the elasticity of rubber bands.

3. Children deepen their understanding of the experimental process through experimental records and form a caring, curious and willing attitude towards science.

A good habit of trying.

Third, the applicable object

Children aged 4-5.

Four. Resource requirements for activities

Rubber band, stick, plasticine, straw, carton, rope, paper clip, tape recorder, yogurt box.

Verb (abbreviation of verb) activity process

Introduction: Children imitate all kinds of small animals and walk into the classroom at will. The teacher asked the little animals how to walk. The children discuss the ways in which various animals walk.

The teacher showed a paper box that can "walk" and asked: How can this paper box "walk" by itself? Take a look. What's the secret in the box?

(1) There are rubber bands in the carton.

(2) There are plasticine and paper clips in the paper box.

A carton that can "walk"

Choose a rubber band, wrap the rubber band in the middle with plasticine and knead it into a smooth ball. Insert both ends of the rubber band into the small holes on both sides of the paper cup mouth with plasticine, and fix the rubber band with paper clips respectively. Turn the plasticine by hand to tighten the rubber band and put it on the ground, and the carton will "go".

Think about it and say it.

(1) As soon as the rubber band is tight, the carton will leave as soon as it is loose.

(2) The rubber band is elastic.

(3) Like my slingshot, plasticine bounces off as soon as it is pulled.