Kindergarten large class science teaching plan

3 model essays on science teaching plans for large classes in kindergartens

Science education is very important, which is conducive to the cultivation of each student's scientific thinking and application ability. Large class science lesson plans can help large class science teachers to carry out large class science teaching better. Can you write large class science lesson plans? Whether you are looking for or preparing to write a "science lesson plan for large classes in kindergarten", I have collected relevant materials below for your reference!

#268131 Science teaching plan for kindergarten large class 1

Activity goal

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

2. Cultivate children's interest in scientific experiments and develop children's language expression ability.

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

4. Willing to try boldly and share your experience with your peers.

5. fully experience "science is at hand" and generate interest in discovery, exploration and communication in life.

teaching emphasis and difficulty

teaching emphasis: let children know the form and use of air

teaching difficulty: cultivate children's interest in scientific experiments. Develop children's language expression ability

Activity preparation

1. Plastic bags, small air pumps, balloons, candles, lighters and glasses

2. I love learning science for each child (preschool autumn) 1 volume

Activity process

1. Stimulate interest

1. Show that the bag mouth is sealed and filled with air.

2. Teachers take deep breaths, and children imitate them. Question: What do we inhale with our noses? Where is the air? Can you see with your eyes?

summary: plastic bags contain air, which is colorless and tasteless, so we can't see or touch it.

2. Find out where the air is

(1) Inflate the balloon with a small air pump

(2) Everyone can grab the air freely with a plastic bag. (Tell children to open the plastic bag mouth first, and then pinch the bag mouth tightly)

(3) Blow into the balloon, and try not to let the balloon land

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

Third, we need air

(1) Inspire children to imagine: If there is no air, what will people, animals and plants feel and change? Prompt children to close their mouths, hold their noses with their fingers for a moment, and then tell their feelings.

(2) experiment for children: after lighting the candle, cover it with a transparent glass, and the flame will slowly go out. Ask the children to think about why the fire went out.

(3) Guide children to think: Why are divers and astronauts wearing sealed clothes and carrying oxygen tanks?

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

(4) Show your textbooks and draw pictures. Let children talk about why people like to rest or swim in places with good air. What can be done to improve the air?

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

#268132 Science teaching plan for kindergarten large class 2

Activity goal:

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 foggy weather and cultivate children's awareness of environmental protection from an early age.

4. fully experience "science is at hand" and generate interest in discovery, exploration and communication in life.

5. Make children interested in exploring natural phenomena.

Activity preparation:

Bottles, paper balls, glasses and candles; Courseware

Activity process:

1. Scientific experiment: Can the paper ball put in the bottle mouth blow it into the bottle?

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

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

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

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

2. Experiment 2: Self-destruction without blowing

1. Introduction of operation requirements by the teacher

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

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

3. Summary and discussion

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

2. the importance of air: animals, plants and human beings cannot do without air.

Fourth, understand the smog 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 about smog?

#268133 Science Teaching Plan for Large Kindergarten Class 3

Activity Objectives:

1. Perceive that air is colorless, tasteless and intangible, and know that there is air everywhere around us;

2, can use a variety of senses to learn simple ways to explore the air. Stimulate children's desire to explore and cultivate children's interest in scientific experiments.

3. Cultivate children's awareness of caring for and protecting the environment.

Activity preparation:

Glass, glass jar, towel, background music, bag, balloon, straw, candle, multimedia courseware

Activity process:

Good morning, children! Today, the teacher is going to do a magic trick. Do you want to see it? (thinking) that little eye should be carefully looked at!

what is this (towel), is it dry or wet? Come on, children, touch it with your hands. What kind of towel is it? It's a dry towel. What is this? (Cup), the teacher is going to put the towel in the cup now, and then put the cup straight into the water ... Can you guess if the towel will get wet? (Please say ...), then let's take it out and have a look. Is it wet? Touch it with your hands, children. Are you wet? (No) Gee, it's strange that the towel was put in the water, but it wasn't wet. Isn't it amazing? Now, the teacher will do another magic trick. This is (towel) and this is (cup). We will also put the towel into the cup. This time, the teacher will put it into the water obliquely, so the children will observe it carefully. Take a look at what will happen (bubble generation). Children, guess whether the towel is wet (tell me ...) Is the towel wet after all? Let's take it out and have a look. I twist it with my hand. Is it wet? (wet) Why did the towel get wet? This time, the teacher's cup was put in obliquely. There was air in the cup obliquely, and the air came out. Tell me, children, what got in? Yes, the air came out and the water went in, so our towel got wet, but it didn't get wet for the first time, because the air came out, so the towel was dry. Just now, the teacher gave you two tricks about air. Is it nice? (nice)

so where is the air? What kind of thing is it? Let's do an experiment next. Look, children, what is this (bag)? I'm going to catch air with a bag and see where the teacher catches air. (I caught a bag from under the table with a red bag.) Hey, I caught a bag of air. Tell me where I caught it. (Use a bigger white bag to catch it from around, and then use the biggest blue bag to catch it from the corner) ... I also caught a big bag of air beside me. Do you want to catch air, too? Ask the children to take a bag from the teacher. Do you all have it? Now, let's open the bag mouth to catch the air. After we catch it, we should hold the bag mouth tightly and lift it. Let me see. Who can catch more air quickly? You are really capable! Now, let's slowly open the bag mouth and look at the air with our eyes. Can you see the air in the bag? (Invisible) Yes, air is invisible; Is the air in the bag colored? (No color) Air is colorless. (Catch it again in the same way) Open the bag mouth and smell it with your little nose. Does the air in the bag smell? Yes, air is tasteless; Touch the bag with your little hand. Can your little hand touch the air in the bag? Air is untouchable. Let's go somewhere else to catch air, shall we? See if you can catch air. Play background music and take children everywhere to catch air. Ok, please put the bag back. I ask the children to talk to each other. Where did you catch the air? Tell the children next to you where you caught the air, and speak freely. Ok, did you just catch air everywhere? Do you think the air can be seen? Do you have any colors? Does it taste? Can you touch it? It turns out that we have air everywhere. Air has no color, no taste, and can't be seen or touched. Therefore, children usually think that there is nothing around us. In fact, air does exist. How do we feel when we fan it with our small hands? What does it feel like to blow the air with your small mouth again? This shows that air exists and flows.

and the air is fun, so let's play with the air baby, shall we? Let's blow the water in the cup with a straw and see what happens. Is there any difference between blowing gently and blowing hard? Come on, start with you and come one by one. ..... All right, please come back! Children, have you ever played with balloons? Today, the teacher invited you to play with balloons, too. Are you happy? However, think about it first, how to make the balloon swell? (Blowing air into the balloon), how to make the balloon blow bigger? If the balloon is small, does it mean that we blow in more or less air? Ask the children to take a balloon from the teacher. (Ask individual children when they blow again) Well, the balloon baby is tired, please take them home. The small basket is its home). Oh, air baby is so fun, I want to play with air baby, too.

Look, children, what is this (candle) and what is this (lighter)? Now I'm going to light it and light another one. I'm going to cover the cup on the candle. Children think about what will happen to the candle and whether it will go out. (Please tell me ...) Look carefully, children. What about the candle? Do you want to try it? Please come to the back, and each of us will find a cup. Be careful when covering it, and don't let the candle burn our hands. Ok, please bring the children back! Do you see if this candle is out? But the candle covered by the cup went out. Did you not notice how the candle went out just now? Is it slow or fast? Then let's look at it again. This time, the little eyes should look carefully. Oh, the candle went out slowly. Why does the candle go out after covering it with a cup? (Tell me …) The teacher told you the real reason: This is because the cup covers the candle, and there is air in the cup. The ingredients in the air that can make the candle burn are used up, but the outside air can't enter, so the candle goes out. Tell me, do you need air when candles burn? Do we need air when candles burn? Tell me about it. Let's do a little experiment. Shut your mouth and cover your nose. How do you feel if I ask a child to talk about it? Is it uncomfortable? Why do you feel uncomfortable? Because we close our mouths and cover our noses, air can't enter our mouths and noses, and we can't breathe air, so we will feel breathless and very uncomfortable. Do you think we need air? We need air for people, and animals also need air. What about flowers and trees? Air is also needed. Where there is life, air is needed. What if there is no air? You can't survive.