Kindergarten Science Activity Teaching Plan 1 Activity Content "Top Board" (Science)
moving target
1. I'm interested in exploring how to jack cardboard and experience the joy of successfully jacking cardboard.
2. Learn to jack up the cardboard in coordination with your hands and eyes, feel that the cardboard has a point that can be jacked up, and accumulate useful experience to balance the object.
Activities to be prepared
A pencil, a sour milk bottle, a study bag "scientific coping" and a parent-child manual "scientific coping" are in hand.
Activity process
1. Enjoy the teacher's cardboard pushing performance (you can also enjoy acrobatic performances such as Dinggang and Wan Ding) to guide children's desire to try.
Second, encourage children to boldly try to use pencils to jack up cardboard to play.
Third, guide children to explore the position where they can jack up regular cardboard.
1, knowing that children can draw dots where pencils can lift cardboard (or provide regular cardboard with dots, children can use pencils to lift cardboard at all points in the class, buy at points where they can lift cardboard, and cross at points where they can't lift cardboard), feel the points where cardboard oil can lift, and think and communicate where pencils can lift.
Fourth, try to use irregular cardboard for pencils.
1. Guide children to remove the cardboard with regular shape at the top with a pencil, and constantly try to find points that can relieve these responsibilities, and actively communicate and explore with their peers.
5. Play and compare: What things are easy to lift cardboard? Children in pairs, try to use pencils, thin sticks and sour milk bottles to top the cardboard; Play and compare: what can easily lift cardboard? Thinking and discussion: Why is this? Then, one person can choose a material to lift to the class, and another person can build blocks on the cardboard to see which group can build the tallest.
Activity expansion
First, the top cardboard competition.
Teachers and children try to push the cardboard with one finger to see who can push it quickly and smoothly; You can also use any part of your body to be on duty to see who can stand steady and fast; You can also compare who owns the most regular cardboard and irregular cardboard regularly within the specified time, and learn to classify and count the number of cardboard you lift; You can also organize children to play cardboard relay games.
Second, provide cardboard, pencils, sticks of different thicknesses, plastic bowls, plates and other items in the activity area, so that children can explore how to jack up cardboard better and faster.
Teaching plan for scientific activities in kindergartens Part II Activity objectives:
1. Discuss the classification method of insects with children and cultivate their logical thinking ability.
2. Different graphic symbols can be used to represent the classification methods of insects.
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. Stimulate children's interest in scientific activities.
Activity preparation:
Models and pictures of various insects.
Activity flow:
First, show the pictures and let the children say their names.
Question: What method can you use to classify these insects and put them together? The children discuss and answer.
Ask the children to tell the reasons and methods of classification in groups.
Cui Tong: Sort the good bugs into the bad ones.
Fan Jinxiang: Good insects are called beneficial insects and bad insects are called pests. They should be classified according to beneficial insects and pests. (Cui Tong agrees, and so do the other children. )
I think mosquitoes and moths are at night, while butterflies, bees and dragonflies are at day.
Hao Yanze: There are long big bugs and long small bugs, which can be divided according to their size.
Kong Jiayuan: According to different mouths, some eat with their mouths, and some eat with needles like straws.
Zhang Yijia: According to those with wings and those without wings.
Liu Jialu: It can be divided into those who can fly and those who can't fly back.
Jiyuan: According to the retreated insects and insects without legs.
Fan Jinxiang: There are insects in the water, especially dragonflies whose larvae are called pumps, which can be classified according to the insects in the water and the insects on the land.
Third, the teacher summed up a good classification method.
Children's hands-on operation: classify insects according to their own methods. The classification method is graphically represented.
Activity reflection:
This is a comprehensive activity of insect party to classify insects. In activities, children have a variety of classification methods, because the teacher did not give clear methods and answers in advance, and children's thinking was not restricted, so they were open-minded and came up with many classification methods. Almost every child has his own classification method: some can fly and some can't; Sound and silence; With or without legs; Big, small; Beneficial insects and pests; Insects, non-insects; It can be seen from the activities during the day and at night that there is no definite answer to the question, which can better cultivate children's thinking ability.
The method of classification is available, and then it depends on the practical application of children. During the operation, children can classify insects according to their own methods. Most children use the method of drawing bugs when they know each other. Fold a piece of paper in half and draw the center line according to the crease, which represents one piece. However, when expressing the classification results, some children said that they would not draw. At this moment, I saw Ming Jiang draw a sun and a moon on two pieces of paper. I asked him what he meant, and he said, I divide insects according to their activities during the day and at night. The sun represents insects that are active during the day, and the moon represents insects that are active at night. Liu Jialu is divided into flying insects and non-flying insects. She drew a wing when she said flying insects, a wing when she said flying insects and then a wing. This method has aroused the unanimous recognition of everyone: it is both beautiful and easy to draw. So I drew a lot of appearances, such as: according to the classification of legs and no legs, I draw legs with legs and X without legs; Can jump or not; With and without wings, the activities of operation, classification and graphic design have prepared for our book "I classify insects".
Kindergarten Science Activity Teaching Plan 3 Activity Objectives
1. Observe and compare the differences of 3~4 kinds of leaves, and sort them according to their different characteristics.
2. Be able to classify leaves according to certain characteristics or laws, and develop comparative observation ability.
3. During the activity, let the children experience the joy of success.
4. Develop children's observation and imagination.
Activities to be prepared
1. Clean poplar leaves, maple leaves and ginkgo orchards are mixed in 4~5 small baskets.
2, recording paper, marker, three small baskets for classification.
Activity process
1, children bring their own baskets, observe the shape characteristics of leaves, compare their differences and tell each other what they have found.
2. classify the leaves according to their varieties and talk about the reasons for the classification.
3, according to the color, variety or size of the leaves, such as two leaves alternately arranged. Do regular leaf sorting activities on the table and record your sorting results on the recording paper.
4. Teachers encourage children to innovate the sorting form boldly, and share the sorting experience with other children in time to enhance the challenge of the activity.
Teaching reflection:
In the activities, teachers can design tentative, operational and exploratory scientific learning activities according to children's age characteristics and interests. The whole activity is novel and creative in content, flexible in organizational form, and can be improvised. Moreover, in teaching activities, the teacher is only a guide and organizer, and does not need too many demonstrations to make children become real masters in the activities. This activity improves children's thinking flexibility and hands-on operation ability, and also cultivates children's learning attitude of bold exploration and active attempt.
Design intention of teaching plan 4 for scientific activities in kindergartens
The integration of kindergarten science education and art education is a growing point of science and technology education research worth discussing. Art activities are children's favorite activities. We try to make children develop and be happy in artistic creation including science, and understand the art in science and the science in art in doing and playing easily. This activity tries to make children contact with various materials in the process of making spring toys, explore the relationship between spring elasticity and materials and manufacturing methods, know how to compare and verify, train children's artistic creativity in the process, and get aesthetic and successful happiness.
Main fields: dynamic goals of science.
Beauty in related fields 1. Understand the elasticity of the spring in various ways in the process of doing and playing.
2. Explore the relationship between the elasticity of the spring and the material, and experience the fun of discovery.
3. Try to make fun, interesting and creative spring toys.
Active form set
Class time is 35 minutes.
Key and difficult point: in the process of trying to make spring toys, understand the elasticity of springs.
L difficulty: the connection of styrofoam ball, plasticine and spring.
Activity preparation l experience preparation: master the basic method of using wire as spring.
L material preparation: each child has 1 small laundry basket, which contains hair roots, wires, ties, styrofoam balls, fountain pens and plasticine of the same length; Scissors, hair roots of different lengths, wires, binding wires and styrofoam balls of different sizes for standby. Teachers' multimedia equipment, design schematic PPT, playing equipment.
teaching process
First, clarify the task and draw on the original experience. (2)
Teacher: "Today, we are going to design interesting spring toys. Yesterday, when we made spring babies with wires, how did you do it? " The child replied. The teacher emphasized the main point: when making a spring, the wire should be wound round and round. After winding, hold the innermost circle and pull it out carefully to keep it elastic.
Second, make all kinds of springs, explore ways to compare their different elasticity, and verify the hypothesis. ( 15)
1. The teacher showed it to Maogen and Zhasi. "Children, please guess, who is the most elastic spring made of these materials compared with the steel wire spring baby?" Guess, kid.
2. Children make all kinds of springs and try to compare the elasticity of steel wire, steel wire and hairy root spring in various ways.
① Operation requirements:
First, make the wires, wires and hair roots in the laundry basket into spring babies, and use your brains to compare who is more elastic and who is less elastic, and tell everyone how you found it.
Second, finished springs and unused things are put in the laundry list.
(2) children's operation, teachers patrol observation, remind children to pay attention to the main points of making springs, and give gentle guidance to individual children when necessary.
3. Concentrate on sharing: "Which spring baby do you find more flexible? How do you know? " (Demonstrate verification method)
Let the children ask questions: "Did the children find any problems when they were making spring babies?" Please raise your hand if you have any questions. "
Please sum up: different materials have different spring elasticity. Steel wire spring baby has large elasticity, while hair root spring baby has small elasticity.
Third, design and make spring toys to show creativity. ( 18)
1. Clear the task. Teacher: "just now, the children really learned to make springs, and they also discovered many secrets of springs." Next, enter the next procedure: make interesting spring toys with plasticine, styrofoam balls and various spring babies. "
2. Let the children talk about what kind of spring toys they want to make and where the springs are installed. According to the children's ideas, the teacher shows several design drawings and PPT of children's works to inspire children to open their minds.
3. Children's production, the teacher provides the materials that children need and gives appropriate guidance.
Precautions: First, use all newly made springs. If you want to make other springs, you can ask the teacher for materials. Second, make fun, strong, spring toys that can stand up, and they are different from others.
4. Focus: Show the specially creative spring toys and praise them collectively. Appreciate each other, exchange and play with spring toys, and talk about what is special about your own spring toys.
Extended activity
"The spring toys designed by the children are all very good. After class, we put the materials for making spring toys in the art corner. You can continue to do it when you are free. Usually at home or elsewhere, pay attention to where there are springs and study what materials are made of. "
Teaching plans for scientific activities in kindergartens 5 I. Theme of activities
Kindergarten science activity teaching plan: fill in the blanks
Second, the activity objectives
Through the operation, children perceive that there is a gap in the object; There are also gaps between objects in the same container. Cultivate children's thinking mode of scientific, orderly and reasonable arrangement of space.
Third, the applicable object
taipan
Four. Resource requirements for activities
Each group has a tray, which contains an empty wide-mouth glass bottle, a bowl of stones (about 65,438+00 pieces), 2/3 bowls of pebbles,13 bowls of sand, 65,438+0/3 bowls of water (mineral water bottles are also acceptable), a spoon, a chopstick, recording paper with the outline of the glass bottle and a pen.
Verb (abbreviation of verb) activity process
Let the children observe the experimental supplies on the table: stone, small right-handed, sand and water, a small spoon, a chopstick, paper and a pen with the outline of a glass bottle.
Tell me the difference between stones, pebbles, sand and water.
(1) Sand and water can flow. Stones and pebbles have various shapes, which are more stinging to the touch than sand, and stones are bigger and heavier than pebbles.
(2) Pebbles are bigger and heavier than sand, water is tasteless, and stones, pebbles and sand smell like mud.
(3) Water is transparent and can't be caught, while stones, pebbles and sand can be picked up by hand.
Exploration question: Can you put stones, pebbles, sand and water in a bottle?
Have a try. Children put stones, pebbles, sand and water into bottles in two ways.
(1) Install large stones first, and then install small stones, sand and water in turn.
(2) Fill it with water first, and then fill it with sand, pebbles and boulders in turn.
Record the experimental process.
Tell me what I found.
(1) Install large stones first, because it takes up a large space, and then put some small stones to fill some gaps. Later, some sand was put in, and the sand filled the gaps between the stones. Finally, pour water, and the water fills the smaller cracks.
(2) Water was poured first, and then sand, pebbles and boulders were loaded, which failed.
Matters needing attention about intransitive verbs
1. Teachers should master the amount of materials provided before the experiment, subject to filling the bottle mouth, and operate several times in advance before class.
2. In this experiment, big stones are loaded first, then pebbles, sand and water are loaded, so there are many.
3. Before the experiment, the teacher should explain the precautions: handle the stones with care and scoop the sand carefully to prevent the sand from scattering all over the floor.
4. It is suggested that children record while doing experiments.
Before the experiment, children should know that everything should be put in the bottle, even if it is piled above the bottle mouth, it will fail.
6. Prepare several copies of the same materials for children to use when exploring again.
Design intention of teaching plan 6 for scientific activities in kindergarten
In the clear night sky, children will see many planets. In their eyes, the stars are alive, because they find that the stars are always flashing. Occasionally, they will find a meteor across the horizon, leaving a long mark. What do these stars want? This activity aims to let children feel the beautiful emotions in the story and expand their imagination.
moving target
1, learn about meteors and meteorites, and learn about the story.
2. Feel the beautiful feelings in the works.
3. Improve the role performance ability.
Activities to be prepared
1, observe meteors in the night sky.
2. Collect meteorite pictures.
3. Story wall charts and music stories.
Process suggestion
1, recall the observation of the night sky and meteors, and talk about my imagination of the night sky.
2. Listen to the music story and understand the story.
What is the main content of this story?
3. Look at the pictures and listen to the stories, and feel the beautiful emotions in the works.
Why does Xiaoxing go to Earth? Why don't Mother Moon and Sister Baiyun let him go? How did the little star do it? Little star came to the earth. What did he see? What did you hear? What did you meet?
4. Listen to the story and learn the words and sentences in the story.
Moon mother-in-law said, what kind of place is the earth?
Little star wants to live on the earth. What did Mother Moon say?
What did the little star say to Sister Baiyun? What did Sister Baiyun say?
5. Act out the story.
Extended prompt
1. Painting: Little Meteor and his friends.
2. Painting: mysterious night sky.
Database:
small meteor
A little star, sitting by the milky way, listening to the story told by the mother-in-law of the moon. Moon's mother-in-law said, "Far away from us, there is an earth where beautiful flowers and plants grow and many lovely animals live." In the early morning, birds' songs wake up the dawn, and flowers are in full bloom in the fields ... "
The little star was fascinated. He said to his mother-in-law, "mother-in-law, I want to live on the earth." Mother Moon smiled and said, "Silly child, the earth is too far away from us. If you fly to the earth, you will break into pieces! " "
Late at night, Xiaoxing came home. He can't sleep, thinking about the beautiful earth.
The next day, he went to see Sister Baiyun: "Sister Baiyun, I want to fly to the earth and see the beautiful forests, golden fields and colorful flowers there ..." Sister Baiyun said: "Silly brother, you must not leave, you will burn to ashes in the friction with the air and never fly back!"
Little star listened to Sister Baiyun's words and stopped talking about going to the earth. However, he always dreamed of going to the earth area. One day, he finally made up his mind to leave the sky and fly to the beautiful earth.
The little star flew and flew. After a while, he felt restless and miserable. It was really rubbing the air and burning. He endured the pain and continued to fly, fly and fly. His body became smaller and smaller, and finally he flew to the earth and became a gray stone.
He opened his eyes and looked at the beautiful fields. He was glad to hear the birds chirping happily. After a while, a group of happy deer, lambs, monkeys and hedgehogs came to him. Xiaoxing said happily, "I am Xiaoxing, let's make friends!" " "
Xiaoxing sings and dances with the animals. She is very happy. From then on, the animals had a little companion, and everyone affectionately called him "the little meteor falling from the sky".
Kindergarten Science Activity Teaching Plan 7 Activity Purpose:
1. During the observation and exploration activities, the conductive phenomena of circuits with light bulbs and metal materials were found.
2. Be able to explore and understand simple scientific phenomena through experiments in situations, and be willing to express their findings in their own language.
3. Fully experience "science is at hand" and generate interest in discovering, exploring and communicating in life.
4. Cultivate hands-on observation and operation ability, and master simple experimental recording methods.
5. Have a preliminary understanding of its characteristics.
Material preparation:
1. Teaching aid: a display board (figure 1), a picture of batteries, wires, light bulbs and cups.
2. Learning tools: batteries, wires, light bulbs, cups, building blocks, keys, morning check cards, pieces of paper, etc.
Experience preparation: Have a preliminary understanding of the battery through PPT.
Activity flow:
1. lead-in: in the form of questions, stimulate interest and lead to topics.
(1) The teacher turned on the tape recorder that was not plugged in. Hey, what happened to the tape recorder today? ("The tape recorder is dead", and the tape is broken. )
(2) Teachers plug in the power supply to verify the results of children's guessing.
(3) Teacher: Electricity makes the tape recorder turn. What is the use of electricity? Electricity makes electric toys move, light bulbs light up and electric fans turn. )
2. Try: Choose materials and explore the circuit of the light bulb.
(1) Teacher: The teacher has prepared some materials here. Show me the picture 1. Among so many materials, there are two materials that can make small light bulbs light up. Please look at them carefully and think about them Which two do you think? You better tell me why.
(2) Teacher: Can these two materials really make the light bulb glow? Please try it yourself.
(3) Children operate freely, and teachers observe, encourage and guide (Figure 2).
(4) Teacher: Please tell us how you make the light bulb light up. Show it on the blackboard with this picture (Figure 3).
(5) Teacher: You connect one end of the wire to the light bulb and the other end to the top or bottom of the battery. As long as the light bulb touches the other end of the battery, it will light up.
(6) Teacher: Is that right? Can this connection really make the light bulb light up? Let me try it, too?
(7) Teachers intentionally choose wires with bare wires to operate. Hey! Why didn't it open?
3. Discovery: Create scenarios to discover the conductivity of metals in operation.
(1) Teacher: Your light bulbs are all on. Why didn't mine open?
(2) Teacher: "Children, you all think it's the wire, and it's also the wire. Why is this line ok and this line not? "
(3) Compare the differences between the two lines.
(4) children's comparison operation, describing the operation results, boldly expressing the causal relationship between the material and whether the light bulb is on or not.
(5) The teacher described the child's conclusion: "Children, you all think that the light bulb can glow when the wire is exposed and connected to the battery, but the wire wrapped in plastic cannot make the light bulb glow when connected to the battery. Right? (6) The teacher doubts again, so that children can further perceive the conductivity of metal in operation.
Teacher: Show me the cup. What material is it made of? (Metal) If it is connected to a battery, will the light bulb light up?
(7) children operate and find that any part of metal can conduct electricity. (Figure 4)
Teacher: Please try. What secret did you find?
(8) conjecture verification: explore again
(1) Define the operation requirements.
Teacher: "Today, the teacher also prepared many different materials for the children, including morning check cards, building blocks, pieces of paper and keys. Please guess what materials are connected to the circuit, and the light bulb is on. " Which ones are not bright? Then record your guess in the form. "
(2) Children's operation records the guessing results, and teachers observe and guide them (Figure 1).
(3) Guess the result by dividing the * * stream.
Teachers count children's guess results through different questioning methods (Figure 5).
Question 1: "How many children think the morning exam board is on the circuit, and how many children think it is not? (Teacher and children count together) How many children are active? ( 16)
Question 2: "Eight children think that the paper connection is bright on the circuit. How many children think it is not?"
Question 3: "There are 1 children who think the key is connected to the circuit. How many children think it is not bright?
(4) Children's operation, verification of guessing results, communication and discovery. (Figure 6)
4. Expansion: provide electrical appliances, observe the material of the handle, and understand the relationship between conductivity and safety.
Clear operational requirements.
The teacher provided wire cutters, needle-nosed pliers, screwdrivers, adjustable wrench, electrician's knives, electrician's hammers, electric drills and soldering irons. : "Next, let's find out where their handles are and what material they are made of, and why? Is it made of metal? "
5. Activity expansion:
Teacher: We still have a lot of materials around us. Let's do this experiment again with our parents after we go home today to see what materials can conduct electricity and what materials can't.
Encyclopedia: It is generally believed that the electric light was invented by Thomas Edison, an American. However, if carefully researched, another American, Heinrich Gbel, invented the same principles and materials decades earlier than Edison. 180 1 year, the British chemist David electrified the platinum wire to glow. He also invented the electric candle in 18 10, which was illuminated by an arc between two carbon rods. 1854, Henry Goebbels put a carbonized bamboo filament under a vacuum glass bottle to make it glow. His invention seems to be the first incandescent lamp with practical value today. The light bulb he tested at that time could last for 400 hours, but he didn't apply for a design patent immediately.