Three teaching plans of "air" for scientific activities in kindergarten large classes

# Lesson Plan # Introduction Air is the substance on which people, animals and plants live. It is ubiquitous, colorless and tasteless, and has no fixed shape. I have not prepared the following lesson plan, I hope it will help you!

The Secret of Air

Activity objectives:

1. Feel the existence and pressure of air through personal experiments and games, and know that air is closely related to our lives.

2. Stimulate children's interest in air observation and experiment.

3. Understand the smoggy weather and cultivate children's environmental awareness from an early age.

4. Fully experience "science is at hand" and generate interest in discovering, exploring and communicating in life.

5. Make children interested in exploring natural phenomena.

Activity preparation:

Bottles, paper balls, glasses, candles; courseware

Activity flow:

1. scientific experiment: can the paper ball put in the bottle mouth be blown into the bottle?

1. Guess: Can you blow the paper ball on the bottle mouth into the bottle?

2. Introduce the operation requirements: put the bottle flat, put a paper ball smaller than the bottle mouth on the bottle mouth, and blow hard into the bottle to see if it can be blown in.

3. Children's operation and teacher's observation and guidance.

4. Watch the video to summarize why it can't be blown in. (air pressure)

Second, experiment two: don't blow self-destruction

1. The teacher introduced the operation requirements.

2. Children's operation and teacher's guidance.

3. Summary: There is oxygen needed for combustion in the air, which is naturally extinguished without candles.

Third, summarize the discussion.

1. Characteristics of air: invisible, intangible, colorless and tasteless.

2. The importance of air: Animals, plants and humans can't live without air.

Fourth, understand the haze weather.

1. What is smog?

2. Where did the haze weather come from?

3. The influence of smog on human beings.

4. What can we (children) do for smog?

Where is the air?

moving target

1. Let children know the form and use of air.

2. Cultivate children's interest in scientific experiments and develop their language skills.

3. Cultivate children's curiosity about things and be willing to explore and experiment boldly.

4. Willing to try boldly and share experiences with peers.

5. Fully experience "science is just around the corner" and generate interest in discovering, exploring and communicating in life.

Teaching emphases and difficulties

Teaching emphasis: let children know the form and use of air.

Teaching difficulties: cultivate children's interest in scientific experiments and develop their language expression ability.

Activities to be prepared

1, plastic bag, small air pump, several small balloons, candles, lighters, glasses.

2, each child "I love learning science" (preschool autumn) 1 book.

Activity process

First, stimulate interest.

1, show a transparent plastic bag with a sealed mouth and filled with air, let the children observe what is in the bag, open the bag, let the children touch and smell it, and tell them what they have found.

2. The teacher takes a deep breath and the child imitates it. Question: What do we inhale through our noses? Where is the air? Can you see with your eyes?

Summary: plastic bags are filled with air, which is colorless and tasteless, so we can't see or touch it.

Second, find out where the air is.

(1) Inflate the balloon with a small pump.

(2) Everyone takes a plastic bag and captures the air freely. Tell the children to open the plastic bag first, and then pinch the bag tightly.

(3) Blow into the balloon and try not to let the balloon fall to the ground.

Question: (1) Where did you catch the empty space? Guide children to perceive the air around us, everywhere.

Third, we need air.

(1) Inspire children to imagine how people, animals and plants would feel and change without air. Remind the child to shut up, hold his nose with his fingers for a while, and then tell his feelings.

(2) Children's experiment: After lighting the candle, cover it with transparent glass, and the flame will slowly go out. Let the children think about why the fire went out.

(3) Guide children to think: Why do divers and astronauts wear sealed clothes and bring oxygen bottles?

Summary: People, animals and plants all need air to survive.

(4) Show your textbook and draw pictures. Let the children talk about why people like to rest or swim in a place with good air. What can be done to make the air better?

The teacher concluded: Don't smoke in public places, try to use vehicles and pollution-free vehicles, don't litter everywhere, reduce waste water pollution in factories, and plant more trees and flowers, which will make the air around us fresher and healthier.

Magical aerial activity target:

1. Understand that air is a colorless, odorless and amorphous substance.

2. Have a preliminary understanding of the wind caused by airflow and the relationship between air and people.

3. Cultivate children's interest in learning and applying science.

4. Make children interested in exploring natural phenomena.

5. Cultivate children's interest in exploring scientific phenomena.

Activity preparation:

1. Bar balloon 1 1, round balloon 1, 2 inflatable animal toys, a lighter, a incense stick, 5 small candles, 5 beakers and a fan.

2. windmill picture ppt.

3. Close the window of the activity room.

Activity flow:

First of all, teachers and children initially perceive the existence and characteristics of air through deep breathing.

The teacher takes a deep breath and the child imitates.

Question: What do we inhale through our noses? (air)

Teachers guide children to see with their eyes, touch with their hands and smell with their noses to perceive the basic characteristics of colorless, invisible and tasteless air.

Design intent:

Through deep breathing, let children feel the existence of air, go straight to the subject, and skillfully penetrate the basic characteristics of air to stimulate children's interest in air.

Second, teachers and children perceive the deformation of the air by "transforming" balloons.

1. The teacher shows balloons of different shapes and inflatable toys of different shapes.

2. Guide children to tell their shapes.

3. Guide children to think about why these toys are bulging.

(children's discussion)

4. The teacher summed up the transition: these toys can bulge because they are filled with air. Air has no fixed shape, put it in a circular container, it is round; Put it in a rectangular container, it is rectangular; Put it in a rabbit's balloon and it becomes a rabbit's shape. The air will change, magician. The teacher shows you how the air is deformed.

The teacher took out a strip balloon and designed it to look like a puppy by squeezing it.

6. Distribute 10 balloons to children for styling design. The rest of the children pay attention to the changes of these strip balloons.

The teacher praised the clever children's operation.

7. Extended transition: Air is a magician who can change his shape at will. There are some things around us that don't have a fixed shape like him. Can you think of them?

Children think and communicate.

The teacher concluded that gas, like air, and liquid, like water, have no fixed shape. For example, the clouds, fog and wind in the sky, the oil we eat and so on.

Design intent:

This link focuses on letting children actively discover that the air has no fixed shape through observation and operation. The expansion of the ending is to cultivate children's curiosity, so that children can learn to compare what they see in life and find more.

3. Perception of airflow to generate wind through wind-making experiment.

1. The teacher opened the window of the activity room to guide the children to feel something blowing in.

2. The teacher lit a incense with a lighter, let the children observe the direction of the smoke, and then gently fan it, let the children observe the direction of the smoke, and guide the children to think about why the direction of the smoke has changed. The fan fanned the air.

The teacher asked the whole class to slap their faces with their hands to see what would happen. (windy)

4. Let one child hold a round balloon, then let the air out of the balloon in the face of another child, and let the children talk about their feelings.

5. Inspire children to think about how the wind is formed? (Children's communication)

6. Teacher's summary: We know that airflow produces wind through a few small experiments just now. Sometimes the wind is strong, sometimes it is small. If the air runs fast, the wind will follow. If the air runs slowly, the wind will run slowly.

7. Teachers guide children to think and communicate: What if we are bored in a small room? What should children do if they feel hot in summer? In winter, I feel windy and cold outside. What should I do? Get up in the morning, the smell in the room is very bad, what should I do?

8. Knowledge expansion: ppt shows pictures of windmills and tells children that people can use the power of wind to generate electricity.

Design intent:

In the process of sensing the formation of wind, I mainly designed four experience steps to sense the scientific knowledge of airflow forming wind: sensing natural wind-fan wind-hand fan wind-balloon releasing wind. On this basis, guide children to learn to use wind skillfully in life and realize the link between knowledge and life. The expansion of knowledge about wind is another door for children to explore scientifically.

Fourth, through the nose-covering test, we can perceive the relationship between air and people.

1 What is the direct relationship between colorless, odorless and shapeless air and us? Let's do an experiment: pinch your nose with your little hand and close your mouth until you feel uncomfortable.

The teacher led the children to think about why they felt uncomfortable just now.

3. Teacher's summary: Our life is inseparable from air. If you can't breathe air for a long time, you will have difficulty breathing, so you must stick your head out of the quilt when you sleep, so that you can breathe air.

Design intent:

In this link, in addition to letting children feel that air is an important life element for people to survive, it will also infiltrate children's awareness of life safety and let children learn and apply science.

Fifth, through the candle extinguishing experiment, we can understand the combustion-supporting property of air.

1, our life is inseparable from air, and fire is inseparable from air. The teacher will give you an experiment: first light a candle and then cover it with a beaker. After a while, take off the beaker and see what the candle looks like.

The teacher asked five children to do the same experiment before the operating table.

Children now know that fire is inseparable from air. If the oil pan for cooking at home catches fire, what are the fire extinguishing methods?

Children discuss and communicate. Teacher's summary: For the burning oil pan, the way to prevent the flame from contacting the air is to cover the pan quickly.

Design intent:

This link is closely related to the topic, highlighting the "magic power" of air, so that children can gradually deepen their curiosity about air. At the same time, it is also an infiltration science that uses scientific concepts to guide children to learn to solve problems in life with knowledge.

Sixth, the teacher summed up the extension

Air is so magical, the wind can't live without it, we can't live without it, and even fire can't live without it. What else is inseparable? What other magical functions does it have? Children should listen, watch, ask and think more, and there will be many discoveries!

Design intent:

It is not enough to form children's scientific literacy only by a few science activity classes. Teachers must make every scientific activity class full of tentacles extending outward, so that scientific activities can have vitality.