Comprehensive practical activity "nutritious breakfast"

Comprehensive practical activity "nutritious breakfast" activity plan

Xiangcheng county Wenchang primary school Gao

Design background

In winter, the weather is getting colder and colder, and students are "sick" when they first come to school in the morning. Symptoms are abdominal pain, dizziness and weakness. The experienced class teacher quickly found breakfast and boiled water, and the students immediately recovered their spirits after eating and drinking enough. Such a thing happened three times in a week in the senior year. It seems to be a trend for students to come to school without breakfast, or to buy snacks instead of breakfast at the school gate, especially among senior students. This bad eating habit seriously endangers students' health. In order to arouse students' and parents' attention to nutritious breakfast, cultivate students' good habit of tolerance and promote students' all-round physical and mental development, we carried out this comprehensive practice activity of nutritious breakfast among sixth-grade students.

Analysis of learning situation

The theme of "nutritious breakfast" is closely related to students' life. Children have a natural passion for "eating", so they are full of interest in this activity. The implementers of this activity are sixth-grade students. They not only have the interest and enthusiasm to participate in comprehensive practical activities, but also have the ability to collect and process information initially. At the same time, they have accumulated some knowledge in their lives, which has laid a good foundation for this activity.

moving target

1, understand what a nutritious breakfast is and the harm of skipping breakfast.

2, learn to use a variety of research methods to collect relevant information and process it.

3. Learn how to make some simple nutritious breakfast.

4. Improve the ability to find and solve problems.

5. Develop the habit of cooperation and communication with others.

6. Realize the importance of nutritious breakfast through activities and develop good eating habits.

Important and difficult

Improve the ability to find, analyze and solve problems; Form the consciousness of eating breakfast scientifically and develop a healthy lifestyle.

Activity process

According to the principles of autonomy, openness and practicality of comprehensive practical activities, this activity is divided into three stages, and the activity time is 1 month.

1, activity theme determination stage

(1) Objective: By exchanging the topic about "nutritious breakfast", the questions about "nutritious breakfast" were put forward, which can be classified into sub-topics of research. Choose research topics according to your own specialties and interests and set up activity groups.

(2) Guiding points

Guide students to summarize and sort out the problems, and finally refine them into research sub-topics; Guide students to group according to the research content, their own specialties and interests, determine the name and slogan of the group, and determine the leader; Guide students to make activity plans according to the needs of the activity theme.

2. Implementation phase of the activity

(1) Objective: According to the theme of activities in the group, conduct experiments and explore interesting sub-topics in various ways, and learn to organize information; Understand the current situation of primary school students eating breakfast in the investigation activities, realize the importance of nutritious breakfast to human body, master the scientific method of eating breakfast, and learn to make some simple nutritious breakfast.

(2) Guidance points: Guide the team leader to make a reasonable division of labor according to the team members' specialties and interests and the needs of the activity plan; Instruct students to choose appropriate research methods according to research questions, and give necessary method guidance. Such as: questionnaire survey, interview, network information search, etc.; Instruct students to save data information, such as the use of cameras, recording pens, USB flash drives and other tools; Instruct students to learn to classify and preserve the collected confidence.

Step 3 summarize the communication stage

(1) goal: to be able to choose the appropriate way to present and report according to the exhibition content and its own specialties; And can make an objective evaluation of their own and other students' practical activities; Further realize the importance of nutritious breakfast, master the scientific method of eating breakfast, learn to make some simple nutritious breakfast, and form the habit of eating nutritious breakfast.

(2) Guiding point: Instruct students to communicate in an orderly way, learn to listen, learn to share and learn to evaluate objectively; Instruct students to talk about their feelings after the activity and improve their reflective ability.

Class arrangement

the first lesson

The second category ... the first category ... the second category.

The third category ... the third category ... the third category ... the fourth category.

Class iv class iv class iv class iv class iv class iv class iv class iv class iv class iv class iv class iv class iv class iv class iv class iv class iv class iv class iv class iv class iv class iv class iv class iv class iv class iv class iv class iv class iv class iv class iv class iv class iv class iv class iv class iv class iv class iv class iv class iv class iv class iv class iv class iv class iv class iv class iv class iv class iv class iv class iv class iv class iv.

The first lesson is the theme generation lesson

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moving target

1. Put forward meaningful questions around "nutritious breakfast", sum up the questions into topics with research significance, and form research consciousness.

2. Choose research topics according to your own specialties and interests, set up activity groups, actively participate in group building, and enhance team awareness.

Highlights and difficulties of the activity

1. The key point is to create situations to stimulate students to express their views and express their inner thoughts.

2. The difficulty is to summarize and sort out the problem and master the expression of the topic.

Activity process

First, talk about imports? Introduce the theme?

1. Show rich breakfast pictures and ask students to talk about what you see. What do you like to eat?

2. Introduction: Did you have breakfast this morning? What did you eat? Is your breakfast nutritious?

3. What questions do you want to know most about the topic of "nutritious breakfast"?

Second, ask questions? Analysis and screening

1, students ask questions

Default 1: What breakfast is nutritious?

Premise 2: What's the harm of skipping breakfast?

Presupposition 3: When is breakfast good for your health?

Premise 4: What kind of breakfast on the market is nutritious?

Premise 5: What kind of breakfast is fast and nutritious?

Presupposition 6: How to learn to cook breakfast?

Presupposition 7: How many people don't eat breakfast?

Default 8: What should I do if I have no appetite for breakfast?

Presupposition 9: Why does skipping breakfast hurt your health?

[If! Support list ]2. [endif] Screening and sorting out valuable questions.

The teacher showed the principle of screening and summarizing questions:

[If! SupportLists]① [endif] Combine the same or similar questions into one.

[If! Support lists] ② [Endif] Answering complete and simple questions does not need to be explored.

[If! Support list] 3 [endif] Problems that we can't explore can be removed.

[If! SupportLists]④ [endif] Language expression should be concise and standardized.

[If! Support list ]3. [endif] Discuss and communicate, and determine the following five questions.

Default 1: How to match breakfast is the most scientific.

Premise 2: Is skipping breakfast harmful to your health?

Premise 3: How do primary school students eat breakfast?

Premise 4: How many people don't eat breakfast?

Premise 5: What kind of breakfast is convenient to cook?

Third, refine the problem and change the topic.

1. Show examples to guide students to observe the difference between questions and topics.

What are the treatment methods of smog? (question)

Research on smoke control method (subject)

2. Through observation and comparison, students talk about discovery.

Default 1: The question is a question, and the topic is a sentence;

Premise 2: The subject should have research objects, research contents and research methods.

3. Summarize the general way of topic expression.

Investigation on ()

Reflections on ()

Research on ()

Exploration on ()

4. Finalize the following five subtopics.

[If! Support lists] ① [endif] Study on eating nutritious breakfast scientifically.

[If! SupportLists]② [endif] Study on the importance of primary school students eating nutritious breakfast.

[If! SupportLists]③ [endif] Investigation on the current situation of primary school students eating nutritious breakfast.

[If! Study on the collocation of nutritious breakfast for primary school students.

[If! SupportLists]⑤ [endif] How to design and make nutritious breakfast for primary school students

Fourth, according to interest? Free grouping

1, the teacher displays the group prompt:

2. Students can decide the group freely.

3. Form a team to improve the organization.

After the group is determined, it is necessary to build the group culture: select the group leader, design the group name and slogan.

4. Determine the theme of the group activities

Through discussion and communication in the group, each group determines the theme of learning.

[If! Support list ]3. [endif] The group displays the team name, slogan and research topic.

[If! Support list ]4. [endif] Evaluate each other and select excellent teams.

Verb (abbreviation of verb) abstract

In this lesson, we determined the research topic and formed a group, and asked the students in each group to make a group activity plan under the leadership of the group leader. Next class, please exchange the activity plans of each group.

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Method instruction course in the second class hour

Activity purpose

1, learn to design questionnaires and interview outlines, and master the skills of investigation and interview.

2. Through mock interview, improve the language expression ability, observation and analysis ability, and enhance the sense of cooperation.

Important and difficult

1, focusing on the design of questionnaire and interview outline.

The difficulty lies in mastering the skills of investigation and interview.

Activities to be prepared

1. Information on the current situation of primary school students eating nutritious breakfast.

2. Questionnaire and interview outline design case

Activity process

[If! Support list] 1. [endif] Introduction to Dialogue

The teacher asked: If we want to solve the two topics of "Investigation on the Present Situation of Primary School Students Eating Nutritional Breakfast" and "Study on the Importance of Primary School Students Eating Nutritional Breakfast", what research methods can be used besides collecting information on the Internet?

Presupposition: questionnaire survey and interview.

In this lesson, we will discuss the survey methods together. The survey methods mainly include questionnaire survey and interview survey.

Second, study the questionnaire survey method.

1, the teacher showed an example, and the students said they found it after observation.

? Premise: A complete questionnaire design should include three parts: preface, topic and conclusion.

2. Try to design a questionnaire

Students try to design a questionnaire according to their own research content.

3. Questionnaire implementation

Distribute the completed questionnaire to the interviewees and take it back at the scheduled time.

4. Questionnaire analysis

Through investigation, we have obtained the first-hand data of primary school students eating nutritious breakfast, and we need to analyze and summarize these data deeply and accurately, so as to draw corresponding conclusions.

Third, study the interview survey method.

1, the teacher shows the case, and the students summarize the findings after observation.

2. Design an interview outline

Presupposition: The interview outline generally includes time, place, interviewee, participants, question design, expected effect, my harvest, etc.

3. Students try to write an interview outline according to the topic.

4. Show communication and modify the interview outline according to the suggestions put forward by the students.

(C) simulated on-site interviews to promote students' in-depth experience

1, try to simulate the interview in the group.

2. The whole class conducts a mock interview and shows the skills of on-site interview.

Fourth, class summary.

In this lesson, we learned two survey methods-questionnaire survey and interview survey, and how to design a questionnaire and formulate an "interview outline". Please try activities in after-class exercises according to the designed questionnaire and interview outline. I wish you success!

Verb (short for verb) homework

1. Modify and print the questionnaire.

2. Issue questionnaires, make statistics, draw conclusions and write investigation reports.

3. Meet the interviewer. Organize the interview records.

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Mid-term feedback class in the third period

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moving target

1. Organize data, write research reports and review the achievements of previous practical activities, so that students' knowledge can be consolidated and their ideas can be sorted out.

2. Understand the information arrangement through reporting and exchange, reflect and summarize the experience and lessons of the inquiry process, and develop a sense of being organized, well-founded and rational, so as to lay the foundation for the next stage of activities.

3. Through the activities in this section, you can experience the joy of communicating with others and sharing the results, and improve your communication skills.

Activity process

[If! Support list] 1. [endif] check import

[If! SupportLists] 1, [endif] Issue the interim feedback exchange form and explain the matters needing attention in filling in this form.

[If! Support list ]2. [endif] Dialogue introduction: For a month, we have been practicing comprehensively around nutritious breakfast.

Busy activities, growth, and harvest. During the period, there was not only a full sense of accomplishment, but also some doubts that could not be solved so far. Today we are going to have a mid-term communication class, share some of our early gains and solve some difficulties we encountered in the activities. Let's read the activities of our class together.

4. Clear requirements for reporting and communication (courseware)

1, report loudly;

2. Other students listen carefully, make more suggestions, and record their gains and suggestions in time;

3. Select the "Best Listening Award" and "Golden Idea Award".

Third, experience sharing and teacher guidance.

[If! SupportLists] 1, [endif] The Group sent representatives to speak, ask questions and dispel doubts.

Default 1: Students and parents refused to accept the survey when the questionnaire was distributed in the morning.

Premise 2: It is always too late to record when interviewing experts.

Premise 3: It is always easier to make breakfast according to videos and books than to make it yourself.

[If! Support list ]2. [endif] Other students listened and put forward suggestions for revision.

Default 1: After school in the afternoon, students and parents are not busy, so they will.

Would be happy to be investigated.

Premise 2: the questionnaire design should be reasonable, with more choices and less answers.

Presupposition 3: use a recording pen when interviewing experts, and then grab the keywords and sort them out slowly when you get back.

Premise 4: You can ask experienced parents to guide cooking.

[If! Support list ]3. [endif] Select "Golden Idea Award" and "Best Listening Award".

Just now, after listening to the reports of five groups, everyone gained something, helped some groups solve some difficulties and put forward some valuable opinions. Next, we will select the Golden Idea Award, and other students will select the best listening award of their group under the leadership of the group leader.

4. Hold an award ceremony

Fourth, the teacher summary

Through today's group communication, we can see that everyone has done very well in the early stage and achieved certain results. Please improve your information and change your working methods according to the suggestions of other team members after class, and look forward to your better performance in the next achievement presentation class.

[If! homework

[If! SupportLists] 1, [endif] continue to carry out practical activities.

[If! Support list ]2. [endif] Each group will discuss and demonstrate communication methods.

blackboard-writing design

Nutritious breakfast

Share achievements and solve difficulties.

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Fourth class? Achievement presentation course

moving target

1. Show the research results of the group through handwritten newspapers, photos, videos and tables.

2. Learn to listen, share and evaluate objectively through the display of results, and improve the ability of summary and reflection.

3. Respect other people's viewpoints, appreciate their achievements, and dare to accept their criticisms and suggestions.

Activity process

First, check the import.

Students, after this period of hard work, our comprehensive practice theme activity is coming to an end. Looking back on the research activities in this period, we have increased our knowledge, improved our skills, exercised our courage and enhanced our friendship ... I believe everyone can't wait to show our achievements to you.

Second, the report shows that

1, show the demonstration requirements (courseware)

[If! Support list ]2. [endif] Give the teacher's guidance on how to fill in the comprehensive practice group report evaluation form and personal star rating form.

3, team cooperation, report the research results of this group, other team members listen carefully.

4. Evaluate among students and guide them to look at others' efforts with appreciation.

Third, exchange evaluation and talk about feelings.

1, review the whole activity process and talk about the gains and experiences.

2. Select the "Best Cooperation Award" group and "Best Individual Award" group.

3. Hold an award ceremony

Fourth, summarize and review.

At the end of this comprehensive practical activity, each group learned more about nutritious breakfast and showed their talents. I hope that students will continue to expand their creative thinking and improve their learning ability and innovation ability in their future study and life.