What is the weather like today?

Scientific teaching activities that fully embody the spirit of the Outline and the Guide focus on young children. It not only pays attention to the acquisition of scientific knowledge, but also pays attention to the cultivation of scientific literacy and scientific interest. The teaching activity of "changeable weather" takes "changeable" as the theme. Through different designs of three links, children can actively discover changeable weather, feel the close relationship between weather and life, and attract their attention to the weather. In the first link, we use the multiple transformations of weather and symbols to understand the change of weather vividly, and connect it with the third link to reflect the theme of "changefulness"; The second step is to set up a meaningful situation and connect the weather with children's lives in the form of pictures, so that children can find out and know what to do in different weather during the process of solving problems.

The right thing. At the same time, share different ideas among peers through exchanges and discussions; The third link is not only a link to the previous experience, but also a foreshadowing for the follow-up attention.

[Target Default]

1. Understand weather symbols such as sunny, rainy, snowy and foggy, and find that the weather is changeable, which arouses people's attention to the weather.

2. Know what you need to do in different weather and feel the close relationship between weather and life.

[Activity preparation]

Ppt courseware group operation board (including clear rain, snow and fog symbols, √×? Symbols, picture slot settings, etc. 8 life pictures in each group (bask in the quilt, flying kites, ships, planes, umbrellas, sunglasses, hats, masks) [Teaching process]

First, the topic leads to weather symbols. What is the weather like today? (Take sunny days as an example, and combine the children's answers. ppt shows pictures of sunny days. If you use a symbol to record sunny days, how would you record them?

Let's take a look at how to record in life-show clear weather symbols (comments: importing from today's weather naturally arouses children's interest, using children's existing recording experience, establishing the relationship between weather and weather symbols, and understanding that weather symbols can be used to record weather in life, from weather to symbols). Second, can identify all kinds of weather symbols and find that the weather is changeable (1.

(Comments: Use ppt link to design symbols that can be changed randomly, which can be changed flexibly according to the weather of the day and the picture content in step 1) (2) Know and display various weather symbols (sunny, cloudy, rainy, foggy, snowy and dusty). What weather do you know besides sunny and rainy days? Can you find it from the symbol, too? Is there anything you can't understand? (Show corresponding weather pictures in combination with children's answers) (Comment: When children have a concept of symbols, switch from symbols to weather, find out the corresponding weather from many symbols, and initially feel the diversity of weather) 2. The symbol for understanding the same weather in different degrees (1) shows three rain symbols. Why are there three different symbols?

(2) Apart from rainy days, what weather will be represented by different degrees of symbols? (Combined with children's answers, ppt shows symbols of different degrees of weather such as snow and wind to expand the experience. Example: light snow, medium snow, heavy snow, blizzard. (Comments: From a single symbol to three symbols of different degrees, it is progressive on the basis of the previous link, and it is a change in different weather. This link is the change of the same weather to varying degrees. Through the conversion from symbols to weather, we can feel the changeable weather again. ) 3. Summing up that the weather has changed so much, sunny, cloudy, rainy, windy, rainy, snowy and dusty, there will be many different changes in the same weather.

(Comments: Summarize, upgrade in time and sum up experience) Third, cooperate to map and feel the relationship between weather and life 1. Match life pictures for four typical weather, know what to do in different weather (1), discuss matching methods, and understand cooperation requirements ①Ppt shows 8 life pictures: bask in the quilt, flying kites, ships, airplanes, umbrellas and sunglasses.

(2) How can the display operation panel (taking sunny days as an example) select all the pictures suitable for sunny days from 8 pictures? How to cooperate in groups of three? What if there are different opinions?

(The teacher combines the children's answers to sort out the collocation methods and cooperation requirements. For example, you can watch a picture together, or you can put it all on the table to discuss and watch it together; When you cooperate, you can look at it first, then pair it up and check it again. You can also have someone in charge of matching and someone in charge of introducing. If in doubt, can you discuss it or put it on the operation panel? Area) (2) Children in a group of three cooperate to pair and rent pictures (Comments: Picture pairing intercepts typical situations in children's lives, and skillfully presents the relationship between weather and life in the form of game pairing, so that children can find it in the process of self-analysis and pairing, rather than learning mechanically. ) 2. Communicate and discuss, feel the close relationship between weather and life (1) and share the experience of cooperation. Which group finished the fastest, and how did you cooperate?

(2) What picture did you choose in X days? How did you choose? Why did you choose? Tell us what you think.

Expand or upgrade the experience according to the children's answers. ① For example, what can you bask in besides bask in the quilt on sunny days? Why are these things suitable for sunny days?

Example: Why is foggy weather not suitable for taking a boat or an airplane? Why is it suitable to wear a mask in foggy weather?

(3) Ask questions to arouse children's thinking. Example 1: Why are umbrellas suitable for sunny, rainy and snowy days? Are there any other things suitable for different weather conditions in these eight pictures?

(Comment: Communication reflects the collision of children's thinking process, because the result of pairing is not unique, so we can learn about children's different ideas through communication and share experiences among peers. This process is open and poses multiple challenges to children's thinking, analysis and expression. ) 3. Summarize that the original changing weather will affect our life. According to different weather conditions, you can make reasonable arrangements and choose to do something suitable for you.

(Comment: Summarize in time, then summarize and improve. ) 4. Introduce extreme weather, and arouse the interest of continuing to understand 1. Introduce extreme weather, show pictures of extreme weather or play video clips-sandstorms, typhoons, droughts, rainstorms, snowstorms and smog. Besides the weather we know, there are many extreme weather. Do you know them?

2. Aroused the interest of further understanding. Extreme weather will bring many disasters to our lives. Do you know what disaster will happen?

What caused so many extreme weather? What can people do to deal with extreme weather?

The changeable weather has left us with many problems. Let's go home together to find the answer and continue to communicate tomorrow.

(Comment: The change from ordinary weather to extreme weather is a further progress of "changefulness", which not only links previous experience and cognition, but also paves the way for subsequent attention. )