Traditional Culture Encyclopedia - Weather inquiry - Teaching plan of changing weather science experiment in kindergarten middle class
Teaching plan of changing weather science experiment in kindergarten middle class
Introduction to teaching materials
The weather is closely related to everyone's life, and it also affects children's life more and more. The scientific field of "A Guide to Learning and Development for Children Aged 3-6" puts forward the goal of understanding the surrounding things and phenomena in inquiry, and understanding the change of weather is one of the important contents for children to understand the surrounding things and phenomena.
No matter rain or shine, dust or smog ... children can experience the changes of the weather every day, and they have rich perceptual knowledge of the weather, but they lack further experience improvement. How to guide them to pay attention to familiar natural phenomena, feel the close relationship between weather and life, and gain the promotion, summary and preliminary systematization of experience is the starting point of designing this activity.
After entering the second semester of the middle class, the children's ability to observe and explore has been further developed, and they have tried to express the characteristics of things with words and pictures, and accumulated simple recording experience. Combined with the characteristics of children's age development, the activity starts with understanding the image of weather symbols, guiding children to discover changeable weather, thus attracting attention, and truly feeling the close relationship between weather and life through cooperative map matching and exchange discussion, attracting follow-up attention.
design concept
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. The first link, using the multiple transformations of weather and symbols, vividly understands the change of weather and links it with the third link to reflect the theme of "changefulness"; The second part, 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. 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 preset
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.
3. During the activity, let the children experience the joy of success.
4. Cultivate children's hands-on ability, and boldly create and share the experience of successful cooperation with peers in activities.
Activities to be prepared
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, boats, 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 look at how to record in life-show clear weather symbols (comments: importing 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 the weather in life, from weather to symbols)
Second, know all kinds of weather symbols and find that the weather is changeable.
1, know all kinds of weather symbols.
(1) Know the symbol of rainy days (if it is rainy, exchange the contents in step 1) Show the symbol of rainy days-do you know what the weather is when you see this symbol?
(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 a variety of weather symbols (sunny, cloudy, cloudy, rain, fog, snow, dust). 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 the corresponding weather pictures in combination with children's answers) (Comments: When children have a concept of symbols, switch from symbols to weather, find out the corresponding weather from many symbols, and feel the diversity of weather initially)
2. Understand the symbols of different degrees of the same weather.
(1) displays three rainy day symbols. Why are there three different symbols in rainy days?
(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 in different degrees. Through the transformation from symbols to weather, we can feel it again. )
Summarize that the weather has changed so much. There will be sunny days, cloudy days, rainy days, wind, rain, snow and dust. There are many different changes in the same weather.
(Comment: Summarize, promote in time, and sum up experience)
Third, cooperate to pair pictures and feel the relationship between weather and life.
1. Match life pictures for four typical weather, and know what to do in different weather.
(1) Discuss collocation methods and understand cooperation requirements ①Ppt shows eight pictures of life: bask in the quilt, flying a kite, a boat, an airplane, an umbrella, sunglasses, a hat and a mask. These pictures represent what we will do in life. You got it?
(2) How to show the operation panel (taking sunny days as an example) how to 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's cooperative pairing pictures in groups of three (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. Exchange discussions and feel the close relationship between weather and life.
(1) Which group shared the cooperation experience fastest, and how did you cooperate?
(2) Exchange operation results. Which maps are suitable for 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. )
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. )
Fourth, introduce extreme weather to stimulate interest in continuing to understand.
1. Introduce extreme weather. Show pictures of extreme weather or play video clips-sandstorm, typhoon, drought, rainstorm, blizzard and smog. Besides the weather we know, there are many extreme weather. Do you know them?
2. I am interested in continuing to understand that extreme weather will bring many disasters to our lives. Do you know what 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. )
Teaching reflection:
This lesson mainly talks about changeable weather. Teaching materials are close to students' real life, so that students can experience the weather and its influence in activities. In the communication and study between teachers and students, the teaching tasks of this course have been successfully completed, and the teaching objectives have been basically completed. There are successes and areas that need improvement.
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