Let’s go on an outing together lesson plan

In the actual teaching activities of teachers, they must always write lesson plans. Writing lesson plans helps us understand the content of the teaching materials and then choose scientific and appropriate teaching methods. So how do you write a good lesson plan? Below are the lesson plans for an outing together that I have collected for your reference. I hope it can help friends in need. Let’s go on an outing together lesson plan 1

Activity goals:

1. Develop a good habit of independent reading.

2. Try to tell the main content of the story in your own words.

3. Ability to carefully observe pictures, compare and discover similarities and differences.

Activity preparation:

Everyone has a small book, a big book, a big headdress (bear, squirrel), and a tape to go on an outing together.

Activity process:

1. Introduction activity: Play the song "Outing"

1. Teacher: The weather is really nice today, let's go for an outing together! Xiaobao Are you ready? Let’s go. Teacher: The outing is so fun, let’s take a break. Invite the children to sit in their chairs.

The children are having so much fun, two little animals are going for an outing, let’s see who they are? (Show the picture of the big bear and the squirrel)

The big bear and the squirrel are going. What do you bring when traveling?

What exactly do you bring? The secret is hidden in this big book. Let us take a look together.

2. View the big book: (pages 1-3)

1. View page 1

Teacher: "Let's go on an outing together". (The teacher points to the title of the story and directly tells the children the title)

Let’s see what the big bear and the squirrel brought? Are they the same? (circle the backpack) What are the differences?

It turns out that the bear’s backpack is big and the squirrel’s backpack is small.

2. Watch pages 2-3.

Teacher: What else do they carry? (Turn over the book)

Whose is this? (Point to the thing you want to ask) Where did you see it? < /p>

How about the bear’s tent? What about the squirrel’s?

Flagpole: Whose is this? Where did you see it? What about this one? Are they the same?

3. Independent reading:

Teacher: What else did they bring? What else will be different? What will happen? Teacher Xu brought it to every child today It's a small book. Please take it out gently and put it on the small table. You can read it and talk about it softly. If there is anything you don't understand. You can ask Teacher Xu.

Teacher: Are you ready? Close the book gently and put it in your book bag.

Who can tell me what happened? (The child said from his position, and the teacher turned the book over to the page he mentioned.)

Is it this page? Huh?

Question: Who can tell me about the things on this page? When children talk about it, their comments can be: You observe so carefully, you are great, and you understand the content and things on this page. Everything has been told!

Finally flipped through pages 10-11

Teacher: How is Big Bear? Or Big Bear is crying, why are you crying? Who saw it?

What did the squirrel do when he saw the big bear crying?

Pages 12-13

Teacher: The squirrel shared the apple with the big bear. How is the big bear doing now? Where is the squirrel?

Oh, it turns out the squirrel I am very happy because I can share the fruit with the big bear.

Teacher: Is this book good to read? Do you want to read it again? Let’s take a look and listen to Teacher Xu’s talk.

Teacher: The story is over, is this interesting? You can take your little book and share this story with your good friends later. Let’s go on an outing together lesson plan 2

Design intention:

Our kindergarten adopts a mixed-age class model. Using a mixed-age environment to cultivate children’s cooperative behavior is one of the important educational goals of our kindergarten. Therefore, we often organize cooperative games for children of all ages. In this activity, based on the different physical and mental development characteristics of older children and younger children, we created a game scenario of "going on an outing together" to stimulate their interest in participating in game activities together. During the game, we inspire and encourage children of all ages to cooperate and explore together, guide them to experience the fun of participating in games, and cultivate the good qualities of older children to be bold, confident, cooperative, and willing to take care of younger siblings.

Target:

●Older children:

1. Try to use different body movements to build a cave together to develop coordination of body movements.

2． Can use words or actions to guide younger siblings to participate in games, and can use a variety of methods to protect them, reflecting a sense of responsibility.

●Small children:

1. Develop basic movements such as walking, jumping, drilling, and crawling during activities.

2． Actively participate in activities under the guidance and leadership of older brothers and sisters, and be willing to express your feelings in the game.

●Children of older and younger ages: experience the joy of interactive games with peers of different ages in mixed-age activities, enhance cooperation abilities, and enhance friendship.

Preparation:

Children of all ages know each other and have experience playing together; tape recorder, background music (cheerful and soothing music), picture cards, paper, and pens.

Process:

1. Introduce activities and assign tasks

Teacher: Let’s play a house game first. Invite an older boy and an older girl to pair up freely to form a family and become father and mother respectively, and then find a little brother or sister to be your baby. Act quickly!

Teacher: Please sit down together with the parents and the baby, and let us pose for a family photo.

(The teacher takes pictures to enhance the intimacy between the children.)

Teacher: Today mom and dad are going to take the baby and the teacher for an outing. Before setting off, I want to remind everyone: we will encounter some difficulties on the road, and parents should actively use their brains to find solutions. The most important thing is to take good care of their babies. Do you know?

(By assigning tasks in advance, older children will be induced to take care of and protect younger children.)

2. Situational games: Guide older children to think of ways Protecting young children

Teacher (playing cheerful background music): The weather is so nice and I am in a good mood. Let’s go for a walk together.

(The teacher leads the children to walk rhythmically, and infects the children with their own happy emotions, increasing their enthusiasm for participating in the activities.)

Teacher (Music Interlude): There are A bush, let us bend over. Parents, please take good care of your baby and don't let the bushes scratch your baby.

Scenario 1: The wind is blowing

Teacher (music stops): Woo... it’s windy. In the winter, the wind blows on your body. Babies, how do you feel?

Teacher: The wind blows on your body and it feels cold. What should you do? Please tell me, babies.

Baby: hiding behind mother/hugging mom and dad...

Teacher: Ah, it turns out mom and dad can protect the baby. Parents, please quickly use your brains to find ways to protect your baby from the wind.

Teacher: How do parents protect the baby from the wind?

Mom: The two of us surround the baby in the middle.

Dad: I used my clothes to protect the baby.

Teacher: Well, mom and dad are really good at using their brains.

Teacher: Baby, you are protected by mom and dad. Are you warm? Is it still cold?

Baby: It’s not cold anymore.

(Based on the ability differences of young and old children, ask questions and interact in different levels; provide timely encouragement to older children’s creative ideas, so as to expand children’s thinking.)

Teacher: Mom and dad successfully protected the baby. They are really capable. The wind has stopped, let's keep going! (Music starts) There is a small ditch ahead, let's jump over it together. (Music Interlude) Stop, take a break. (Music starts) Come on, keep dancing.

Scenario 2: It’s raining

Teacher (music stops): Boom, it’s raining heavily. What should I do? Mom and dad please use their brains quickly to find a way to protect the baby from the rain.

Teacher: What do you use to protect the baby from the rain?

Mom and Dad: House/umbrella/poncho...

Teacher: Has the baby been caught in the rain? Ah?

Baby: My body is dry and I didn’t get wet/I didn’t get wet at all...

Teacher: Mom and Dad are really capable, and you successfully protected me again Baby. Ask your baby to give a thumbs up and praise mom and dad. Mom and dad are awesome!

Teacher: Oops! Mom and dad were just trying to protect the baby from the rain, and they themselves got wet. Baby, what do you think we should do?

Baby: Change clothes/wipe with a towel...

Teacher: Oh, then please give your parents a quick wipe, please. Otherwise they will catch a cold.

(By guiding the interaction between young children, young children can learn some methods of praising and caring for others. At the same time, older children can also experience the joy of giving by themselves, and further strengthen care and protection. The consciousness of young children. )

Teacher: The rain has stopped, let’s go on. (Music starts) There is a high mountain ahead, and the mountain road is very steep and dangerous. Let's hold the baby and climb the mountain together.

Scenario 3: The baby is tired

Teacher (music stops): After walking so many miles and climbing such a high mountain, the baby is tired and can’t walk anymore. But there is still a long way to go, so please move. But there is still a long way to go, so parents are asked to find ways to help their babies along.

Teacher: What method did you use?

Mom: I walked with the baby in my arms.

Teacher: This mother is so kind.

Dad: I was carrying the baby on my back.

Teacher: Wow, this dad is so strong.

Mom: We walked together holding the baby.

Teacher: This method is good and very labor-saving.

(In this link, all children’s basic movements such as walking, running, and jumping are exercised. At the same time, there is a lot of interaction between children of different ages.)

3. Interactive Game - Drilling into a Cave

1. The two worked together to build a cave.

Teacher: Let’s play a game of drilling into a cave together. Who will build the cave?

Mom and Dad: We will build the cave, and the baby will drill it.

Teacher: Why?

Mom and Dad: Because we are older and our younger brothers and sisters are younger and shorter, so it is difficult for us to drill into the cave.

Teacher: Do you think your parents’ suggestions are good? Do you want to go into the cave built by your parents?

Baby: Yes.

Teacher: Ask parents to use their bodies to build a cave. The cave can be big or small, but make sure the baby can get through it. Use your brain to think of ways to build as many different caves as possible.

(The teacher makes rounds to observe and guide, encouraging older children to use different parts of their bodies to build caves, and guiding younger children to drill into the cave.)

Teacher: This cave seems to be falling down. Baby, were you scared when you crawled over?

Baby: A little scared.

Teacher: Mom and Dad, the baby is a little scared. How to build a cave to make it safer for babies to crawl?

(Teachers should try their best to inspire interactions between young children of all ages during the guidance process. For example, by guiding young children to talk about their own Feelings, inspiring older children to learn to think from the other person's perspective and then adjust their own styling)

　2. Communicate and share and record in the form of "taking photos".

Teacher: Please ask parents to sit down and take a rest with their babies. Now let's take a look at the cave you built.

(Ask the children to show the caves they have built one by one. When the older children have built the cave, the teacher will take pictures, and then use simple drawings to quickly draw the shape and display it on the blackboard. When the caves built by the children are At the same time, teachers can guide children to compare with the pictures that have been displayed, and encourage children to try to build new caves. )

Teacher: Mom and dad have built caves in so many shapes. Babies, are these caves fun? Which cave do you like the most?

3. Work together as a group to build several favorite caves selected by the baby one by one for the baby to crawl into.

Teacher: The cave that mom and dad built is really fun. Now, we ask parents to connect the caves together and turn them into long caves for the babies to drill.

Teacher: Babies, mom and dad’s cave is ready. Come and dig into the cave. (Music starts)

4. End the activity. In the soothing music, the family knocked on each other's backs, massaged the whole body, and did relaxing exercises. Let’s go on an outing together Lesson Plan 3

Textbook Analysis

Spring is here, and everything around us is changing. This hiking activity takes children into and close to nature, using multiple senses to observe changes in spring flowers, trees, small animals, and weather. Through activities such as "Take a photo with spring" and "Happy Camping", children can learn in nature's classroom, feel the beauty of spring, and experience the happiness of being with friends.

Activity goals

1. Use multiple senses to perceive the changes in spring weather, flowers, plants and trees, and understand the main characteristics of spring and people's activities in spring.

2. Can describe in words the obvious changes in flowers, plants and trees in spring.

3. Feel the beauty of spring and develop a love for spring.

Activity preparation

1. Have experience in hiking

2. Tent, kettle, camera, etc.; individual parents are asked to serve as volunteers to cooperate with the activity organization.

Activity suggestions

1. Teacher-child conversations to help children understand travel safety knowledge and stimulate children’s interest in hiking

1. The teacher told the story "Spring is Coming" to arouse children's interest in exploring the changes of spring and discuss ways to find spring.

2. Watch the video to learn about hiking requirements and safety issues.

Summary: Children, go for a spring outing, line up, and hold hands. You are in front, I am behind, follow closely and never look back. Don’t be afraid of getting tired and walk with great strides, the beautiful scenery lies ahead.

2. Carry out the "Looking for Spring" activity to guide children to use multiple senses to perceive spring

1. Search with your eyes: Guide children to observe and discover changes in flowers, grass, trees, wood, and insects.

Question: Use your eyes to see what changes there are in spring? What's flying among the flowers? Guide the children to say that the small trees have sprouted, the grass has emerged from the ground, the flowers have bloomed, and the little bees are flying around to collect nectar, etc. Can randomly enrich vocabulary: fly around

2.

Bathing in the sun: Guide children to perceive spring through smelling, listening, and physical sensations.

Question: Smell with your nose, what is the smell of spring? Listen with your ears, what is the sound of spring? Feel it with your body, what does spring bring to us?

Guide the children to say that the flowers are fragrant; the birds are chirping; the body feels warm, etc.

3. People’s activities: Guide young children to observe the activities of people around them. Such as flying kites, spring plowing, etc.

3. Carry out the activity of "I take a photo with spring" and ask children to talk about the spring they discovered

1. Guide children to take photos with winter jasmine flowers, willow trees, grass, etc.

2. Invite children to share their discovery of spring based on the photos.

Question: Where is the spring you found? How has it changed?

Guide children to describe their discovery of spring in words, saying: The spring I found is a willow tree, and the willow tree has sprouts, etc.

Summary: Spring is here, the weather is warmer, branches are sprouting, flowers are blooming, tender grass is growing on the ground, butterflies and bees are flying around among the flowers.

4. Carry out the activity of "I play games with the spring breeze". Invite children to choose kites, windmills, colorful strips, bubble guns, etc. to play with.

Encourage children to think of ways to make kites fly and windmills spin, and guide children to observe which direction the colorful strips and bubble nets float. .

Summary: Wind can make kites fly and windmills spin. Children running can also make kites fly and windmills spin. Whichever direction the wind blows, bubbles and colorful strips will float in that direction. .

5. Parent volunteers and teacher*** build small tents together, and invite children to rest, drink water and eat food in the tent, and feel the joy of hiking in spring

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Activity goals:

1. Try to count correctly in various situations.

2. Use clues and known conditions to score points on characters to improve analysis and reasoning abilities.

3. Develop visual inspection and judgment.

4. Experience the joy of collective mathematics games.

Activity preparation:

Teacher teaching aids: PPT courseware

Children’s learning tools: children’s operation materials, watercolor pens

Important and difficult points: < /p>

Try to count correctly in a variety of situations.

Use clues and known conditions to analyze and reason.

Activity process:

1. Point counting in the game scene

(1) The teacher brought a child named Xiaolan. Look at the little one. What is Lan doing? (According to the cloth covering Xiaolan's eyes, everyone is playing hide and seek) Demonstration PPT1

1. See where Xiaolan's friends are hiding? (1 behind the big tree, 3 in the house, 2 in the grass)

2. Demonstration PPT2:

(1) Guide the children to determine the number of people based on the exposed parts.

(2) The child finds a person and draws a circle where the person is hiding - as a mark.

(3) Guide children to count and measure groups first and then continue counting. )

Summary: First count the children behind the big tree and in the grass, and then count the children in the house, so that they will not be missed.

(2) If a *** finds 6 children, how many numbers can be used to represent them? (6)

Summary: When there are many people (things) or when it is difficult to see clearly, you can make a mark while counting, so that there will not be too many and there will be no omissions. You can also count a part first and then continue counting, so that you will not count incorrectly.

Observation focus: Children’s counting ability and form (visual inspection, counting, and counting), and knowing the role of marks.

2. Use clues to score points for the characters

(1) Xiaolan went on an outing with her good friends today. They first came to the amusement park to see what they were playing.

1. Demonstrate PPT3 (show a bunch of messy shoes) Do you need to take off your shoes to play this game? Do you know what the game is?

2. With only these shoes, can you count how many children are playing in them? (It’s a mess and you can’t count what you should do? Arrange the same pairs of shoes and align them)

3. Align these pairs of shoes to see if they are right? Let’s count how many pairs of shoes are there? Guess how many people there are?

4. Why do two shoes only count "1"?

Summary: A person has 2 feet and needs to wear a pair of shoes, so he needs to count pairs. After taking off your shoes, remember to pair them up and put them away neatly.

(2) Look, what are Xiaolan and her good friends playing? Is it 6 people? You guys are so awesome, you can tell how many people there are just by looking at their shoes.

Demonstration PPT4 (ocean ball scene)

Observation points: Know that a pair of shoes corresponds to a person, and try to count the shoes one by one.

3. Analyze and reason to confirm the number of people

(1) The outing was so fun, Xiaolan took a lot of photos, where did they take the photos? (Panda Pavilion PPT5)

1. Observation and analysis, how many people took photos in the Panda Pavilion? (Click on the photo in front of the panda house to get the second photo.)

3. Some people say 3 people and some say 4 people. How many people went to the panda house? Let's count them together. (The demonstration PPT puts digital marks on Xiaolan and her companions respectively.)

Summary: Xiaolan took photos with two companions respectively. Xiaolan took two photos, so she can only be counted as one person. , marking with numbers can help us count more clearly.

(2) Operations for young children:

1. After watching the giant pandas, Xiaolan came to the river with her good friends again. This time they took 3 photos. You Can you count how many people there are in a ***? Think about how many times a recurring character should be counted? (Please write numbers in the box, or use dots to represent them)

2. Each person has a piece of practice material and tries to analyze and record how many people there are in a day.

3. Sharing and communication: Is it 4, 5 or 6 people? Tell us your reasons. (Click on the photos by the lake, one to three, line up these people in a row, and confirm that there are 4 people.)

Summary: Look clearly when counting photos, only those who appear repeatedly One count is enough.

Observation points: What symbols are used to mark the ability of analytical reasoning? Can it be recorded using numbers or dots?

(3) Summary: It was really fun for us to go on an outing with Xiaolan today. We learned that we should be careful when counting, neither too much nor too little. We also learned how to calculate how many people there are by placing shoes. We can also observe and analyze from the photos how many children there are in a group. Our children’s ability to count is getting better and better. Let’s go on an outing together lesson plan 5

Classes: large class, small class

Activity goal:

***Purpose goal: To stimulate the cooperation of young children through the activities of large and small children Awareness, stimulate children's interest in actively participating in activities.

Stratified goals:

Large class goals: Stimulate children's creative imagination to put together different cave shapes, promote children's physical coordination, develop children's mutual cooperation, mutual humility and large class Demonstration and leadership role for young children.

Goals of the small class: To enhance children’s self-confidence, their ability to imitate the children in the big class, and their ability to drill and climb through activities involving the big class and the small class.

Activity preparation: Background music

Activity process:

1. Meet and greet

Introduce the father, mother and baby of each group.

Go on an outing together: remind parents to take good care of their babies.

1. How to walk through the thorny path.

2. How to escape the strong wind? How to protect your baby from rain?

3. There are puddles on the road while outing. How should babies and parents get there?

4. The whole family climbed the mountain with all their strength.

2. After finally climbing the mountain, let’s sit down and take a rest. What game can we play?

Introducing the game of drilling into a cave.

1. A single group of "family" babies build a cave and the babies drill into the cave.

2. Take photos of the caves of each group of families, and the teacher records them with a map figure.

Summary: Children use their bodies to build caves of different shapes.

3. Ask a baby to choose a kind of cave. The other "parents" will collectively build a cave for the baby and let the baby drill into the cave together.

Summary: Which caves are unsafe when drilling in caves? Remind your baby to pay attention to safety.

4. Ask the babies to choose the safest cave for all babies to drill into.

3. Relax and tidy up

The baby is tired after playing so many games with his parents. Please relax for your parents, and your parents should also be gentle for themselves. Baby, relax.

IV. Ending

Members of Yuying Travel, look! There are many beautiful flowers in front, let's go pick them together. Let’s go on an outing together Lesson Plan 6

Design Intention

Recently, this class has carried out the theme activity of “Car Didi”. Some parents reported that when taking their children out, they would look around, chase and hit them on the road; many children would stop unsteadily and be at a loss when crossing the road; they lacked awareness of traffic rules; in order to let children understand and abide by traffic rules, let children Truly enter the big family of society. At the same time, combined with the "Guide", "Children's interest in common simple signs in life should be cultivated, so that children can master the content and meaning of common signs in life. For this reason, I chose and designed this activity.

Activity Goals

1. Experience the sense of success of being a civilized person.

Recognize common traffic signs and obey traffic rules.

Key points and difficulties

Activity focus: Know how to obey traffic rules in life.

Activity difficulty: Recognize three uncommon traffic signs (no parking, no passing, U-turn).

Activity preparation

Experience preparation: Recognize common traffic signs (such as: crosswalks, red street lights, left turns, right turns, parking lots)

Material preparation : "Going for a picnic" video, traffic sign pictures, creating the activity scene of "Let's go for a picnic"

Activity process

Beginning part:

Play multimedia animation , arouse children's interest in understanding traffic signs.

Teacher: Today, Teacher Pei brought a good-looking cartoon to the children. Let’s take a look at it together.

Basic part:

1. Question: Is this the right thing to do? Why? What to do in this situation?

2. Show the traffic signs in the video

The teacher asked: Do you know the traffic signs in the picture?

(1) The teacher shows the PPT for the children to operate and name the traffic signs they know.

(2) There are also some traffic signs in the picture. Teachers and children discuss them together.

3. Watch the video again and let the children discuss it.

Teacher: What traffic signs appear in the video?

(1) The teacher shows PPT and shows unusual traffic signs.

(2) Teachers and children discuss together.

4. Situational experience: "Let's go on an outing together"

The teacher creates an outing scene for the children, and the children act as drivers and respond accordingly according to the traffic signs that appear.

Ending part:

Discussion: What should we do when we see a familiar traffic sign?

Activity Reflection

In this activity, I used the form of PPT to give children an intuitive visual experience, and through situational experience, asked children to act as drivers and respond accordingly when seeing traffic signs. The children's interest is very high. The shortcomings of this activity are the insufficient preparation of traffic signs and props. If every child can have the opportunity to act out, the effect will be better. After the activity, I will put the corresponding teaching aids in the corresponding areas to facilitate children to play in daily regional activities.