As a people's teacher who specializes in teaching others and solving their doubts, I often have to write an excellent lesson plan. The lesson plan is the key point in the transformation from lesson preparation to classroom teaching. How should lesson plans be written? Below is the lesson plan I compiled for you in the science of small light bulbs turning on for large classes. It is for reference only. I hope it can help you. Big class science light bulb turned on lesson plan 1
Activity goals:
1. Play with flashlights, like to operate and fiddle with them, and be able to think of ways to make the flashlight light up.
2. Understand the positive and negative poles of the battery, and understand the reason why the positive and negative batteries can light up when connected.
3. Experience the fun of installing a flashlight.
4. Cultivate children’s curiosity about things and be willing to boldly explore and experiment.
5. Stimulate children’s interest in scientific activities.
Activity preparation:
1. The teacher prepares a variety of old-fashioned flashlights and batteries (for children to disassemble and observe the composition of the flashlight).
2. One record sheet for each person.
Activity process:
1. Expose the flashlight in the form of a riddle to stimulate children's desire to explore.
An iron pillar is very timid, with a glass flat cap on its head;
One eye is shining, looking wherever it is dark. ——(Flashlight)
Question: What is a flashlight used for? Why does a flashlight shine?
2. Show the flashlight and batteries and let the children assemble them.
1. Show a variety of flashlights and batteries, and ask children to observe and understand the diversity of flashlights and batteries.
2. Guide children to carefully observe the battery and understand the positive and negative poles of the battery.
Summary: No matter whether the battery is big or small, fat or thin, it has a positive electrode and a negative electrode.
3. Ask children to match the flashlight with various batteries and explore how to assemble it to make the flashlight light up.
4. Children who can successfully install the operation demonstration know that connecting the positive and negative poles can make the flashlight light up.
3. Invite children to use the assembled flashlights to play exploration games.
1. Ask children to place the flashlight about 10 cm away from the watercolor pen, gradually change the angle between the flashlight and the watercolor pen, and observe the changes in the length of the shadow. Understand that the smaller the angle between the flashlight and the watercolor pen, the longer the shadow, and the larger the angle between the flashlight and the watercolor pen, the shorter the shadow.
2. Ask children to record the results of their own exploration on the record sheet.
3. Turn off the lights in the activity room, close the curtains, and ask the children to shine freely with a flashlight to feel the linear propagation of light and the relationship between light and shadow.
IV. Hand Shadow Game
Game play and requirements: Each group chooses one person to shine a flashlight on the wall, other children assemble various shapes with their hands to play, and then Change the lighting person's turn game.
Activities extension
1. Let children understand the various batteries in life.
2. Guide children to continue to observe and understand what other items in life require batteries, what batteries look like, and try to disassemble and assemble them by themselves.
Reflection on the activity:
Throughout the activity, I focused on scientific activities based on children’s free exploration, always focusing on: Why does the flashlight light up? As this main line unfolds, the children have a good grasp of the activity content, can correctly distinguish the positive and negative poles of the battery, and can correctly install the flashlight, so that the children can fully experience the fun of exploring and installing flashlights.
However, there are also shortcomings in the experiment: if there are too many experiments, in order to ensure that each child can master the activity content, the experiment time is a bit long, and the time for children to communicate is shortened. In scientific activities, there will be some unsafe factors, such as fragile light bulbs, metal wires in wires, etc. Children should always be reminded to pay attention to safety. Big Class Science Little Light Bulb Turns On Lesson Plan 2
Writing lesson plans is an indispensable part of the work of kindergarten teachers. A good lesson plan determines the teaching quality of a class. How to write a high-quality lesson plan ? We are committed to collecting and organizing all kinds of excellent teaching plans across the country. I believe you will benefit a lot.
During the activity, children are guided to be interested in the phenomenon of conductivity. They like to work with their peers to explore ways to make light bulbs shine. They also explore ways to connect batteries with wires and other objects to make light bulbs shine. They also initially perceive that metal objects can conduct electricity, which improves children's cooperative exploration and The ability to use symbols to record expressions and enhance self-protection awareness.
Design Intention
The science field of the "Kindergarten Education Guidance Outline" states: "Science education in kindergarten is scientific enlightenment education, focusing on stimulating children's cognitive interest and desire to explore, and trying to create conditions Let children participate in inquiry activities, and science education should be closely linked to children's lives." "Children in the second semester of large classes are very sensitive to common things around them and their changes, and are highly curious. They prefer to play with materials by hand, and their interest and ability in inquiry are constantly improving. Children like to play with electric toys and play with batteries. Based on the children's actual level and interests, I chose light bulbs, batteries, and wires that are common in children's lives as the main materials, and designed this activity "The Light Bulb Comes On."
Activity goals
1. Be interested in conductive phenomena and like to work with peers to explore ways to make light bulbs shine.
2. Explore the use of wires and other objects. Connect the battery to make the light bulb shine, and initially perceive that metal objects can conduct electricity.
3. Improve the ability to explore cooperatively and record expressions with symbols; know the safety of electricity in daily life, and improve the awareness of self-protection. .
Key points and difficulties:
Activity points: Guide children to explore ways to connect batteries with wires and other objects to make light bulbs shine.
Activity points: Improve cooperation and exploration. The ability to use symbols to record expressions.
Activity preparation
1. Experience preparation: Children have initially understood the characteristics of batteries and wires; practice pair-wise cooperation routines. > 2. Material preparation:
(1) Learning tools: The first time - two people per plate Materials: batteries, wires (connected to light bulbs);
The second time - - Add one tray of materials for two people: plastic rope, cloth strips, wool, copper keys, paper clips, iron wire, one piece each of pink and white recording paper, pens, etc.
(2) Teaching aids: bunny house. Scenario picture, mouse picture, a broken wire, a set of learning tools, a guessing picture, a sorting picture, two display boards, illuminated and unlit icons
Activity process
1. Conversation topics (guide children to boldly express their opinions based on life experience)
1. Show scene pictures to stimulate interest:
Teacher: Little Rabbit has moved to a new home, but The house is dark at night, what’s going on?
2. Encourage children to express themselves boldly and gain a preliminary understanding of the conditions for lighting up.
< p> 2. Exploration activity "How to make a light bulb light up" (guide children to cooperate in experiments, explore ways to connect wires and batteries to make light bulbs light up, and boldly communicate their own exploration process and results)1. The teacher introduces the experimental materials:
Teacher: Today the teacher wants to ask you to do an experiment. The teacher has prepared a battery and a wire with a light bulb at one end for you. Think about it, how do you make the light bulb light up?
2. The teacher introduces the experimental operation steps and methods:
3. Children carry out experimental inquiry activities independently and communicate with each other about their experimental processes and results:
( 1) Teachers focus on guiding children to cooperate in experiments in pairs without competing for materials;
(2) Guide children to observe the characteristics of the positive and negative electrodes of the battery, and encourage children to use language to fully describe the process and results of the observation; < /p>
(3) Encourage children to communicate with each other about their experimental processes and results.
4. Focus on communication and summarize.
(1) Use combing icons to encourage children to express boldly.
(2) Summary of combing: press the light bulb connected to the wire on one end of the battery, and press the other section of wire on the other end of the battery, so that the electricity is connected and the small light bulb lights up. .
(3) Help Xiaotu’s house connect the wires.
3. Exploring the activity "Connecting Wires".
(Guide children to independently explore the conductivity phenomenon of objects, initially perceive that metal objects can conduct electricity, and encourage children to express the operation process and results in complete language)
1. Set up problem scenarios:
Teacher: Huh? Why don't the lights that were just installed in Xiaotu's house stop working?
Teacher: What material can be used to connect this wire to energize it?
2. The teacher introduces the experimental operation materials, and the children guess:
(1) Set up doubts and guesses: plastic ropes, cloth strips, wool, copper keys, paper clips and wires, what are these things? Can it be connected to a wire to conduct electricity?
(2) The teacher makes guesses on the record sheet.
3. Explain the experimental and observation requirements. < /p>
(2) Please connect one end of the material to the wire, and the other end of the material to one end of the battery;
(3) After each experiment, report the results Record it on the recording paper and write the numbers of the two of you;
(4) After the experiment, put the materials away and put them back to their original places, return to the position and talk to the children in other groups. Say, how did you do it? Is the light bulb on?
(5) When packing, please clamp the recording paper on the iron shelf with the bright and unlit symbols respectively.
4. Children’s experiments, teacher guidance:
(1) Remind children to take the corresponding materials according to the recording paper to do experiments;
(2) Encourage children Cooperative experiments in pairs, with one person holding the battery and the other holding the wire;
(3) Remind the children to connect one end of the material to the end of the wire without the light bulb, and use the other end of the material to connect the end of the battery. Experiment;
(4) Encourage children to express the process and results of observation in more complete language.
5. Communicate in pairs.
6. Focus on communication and guide children to read the record sheet, analyze and verify:
Focus on encouraging children to boldly and coherently describe the experimental process and results, and proceed based on the children's records and guesses. Verify and further guide young children to understand how to make the light bulb light up.
7. Teacher-child *** summary:
Metal materials such as copper keys, paper clips, and iron wires can conduct electricity, but non-metallic materials such as plastic ropes, cloth strips, and wool cannot conduct electricity.
4. The event is over.
Educate young children on the safe use of electricity.
Activity extension
Place relevant materials in the science area to encourage children to continue exploring which materials can conduct electricity.
Teacher: What other things can conduct electricity and what cannot conduct electricity? We can try it in the science area.
Summary of the activity
This activity is based on "helping the little rabbit install the light" as the main thread throughout. It attempts to use the form of independent exploration to allow children to use the knowledge in a relaxed inquiry situation. Look, think, try and other methods to explore ways to make the light bulb light up; through guessing, verification, recording, etc., children can discover which objects can conduct electricity and which objects cannot conduct electricity through operation comparison, and fully experience The fun of scientific exploration and the joy of cooperative exploration can improve language communication and expression skills. At the same time, students can also learn to pay attention to electricity safety in daily life and improve safety awareness and self-protection capabilities. The entire activity is compact, with prominent important and difficult points, concise language, and clear requirements before operation. Children have clear goals during the experiment and can explore through cooperation and use symbols to record. During the activities, the children have strong interest and can feel the joy of success through the activities. However, due to the lack of recording experience of children in townships, when children are encouraged to use their favorite symbols to record, the children can name a variety of symbols, but in actual recording they prefer a single recording method such as ticks and crosses. Big Class Science Little Light Bulb Lights Up Lesson Plan 3
Activity goals:
1. Interested in conductive phenomena and likes to work with peers to explore ways to make light bulbs shine.
2. Explore ways to connect batteries with wires and other objects to make light bulbs shine, initially perceive that metal objects can conduct electricity, and be able to boldly express your operation process and results in complete language.
3. Improve the ability of cooperative exploration and recording expressions with symbols; know the safety of electricity in daily life and improve the awareness of self-protection.
Activity preparation:
1. Experience preparation: Have observed the wiring and structure of the class lights; are familiar with the names and characteristics of experimental materials; have a preliminary understanding of the characteristics of batteries and wires; practiced two Two cooperation routines.
2. Material preparation: Learning tools: The first time - two people per tray of materials: batteries, wires (connected to light bulbs); the second time - additional two people and one tray of materials: cloth strips, Choose one of three woolen yarns or plastic ropes, choose one of three paper clips, copper keys, or iron wires, one piece each of yellow and blue recording paper, pens, etc. Teaching aids: a picture of a bunny house, a mouse toy, a broken wire, a set of learning tools, a guessing chart, a sorting chart, two display boards, bright and unlit icons, and "√, ×" symbols.
Activity process:
1. Introduction to conversation.
(Guide children to boldly express their opinions based on life experience)
1. Show scene pictures to stimulate interest:
Teacher: Little Rabbit moved to a new home today , but the room is dark at night, what's going on? What do you need to install electric lights?
2. Encourage children to express themselves boldly and gain a preliminary understanding of the conditions that make the light turn on.
2. Explore the activity "How to make the light bulb light up".
(Guide children to cooperate in experiments, explore ways to connect wires and batteries to make light bulbs shine, and boldly communicate their own inquiry processes and results)
1. Teacher introduces experimental materials:
p>
Teacher: Today the teacher will ask you to do an experiment. The teacher has prepared batteries and a wire with a light bulb wrapped around it for you. Think about it, how do you make the light bulb light up?
2. The teacher introduces the experimental steps and methods:
(1) Two people are given a plate of materials, and you are asked to cooperate in the experiment;
(2) Do After the experiment, tell the children next to you whether your light bulb is on? How did you do it?
(3) After hearing the sound of the piano, put down the materials and return to your seat immediately.
3. Children carry out experimental exploration activities independently and communicate with each other about their experimental processes and results:
(1) Teachers focus on guiding children to cooperate in experiments in pairs without competing for materials;
(2) Guide children to observe the characteristics of the positive and negative electrodes of the battery, and encourage children to fully describe the observation process and results in language;
(3) Encourage children to communicate with each other about their experimental processes with results.
4. Focus on communication and summarize.
(1) Teacher: Let’s listen together and see what these children who successfully made the light bulbs light up did.
(2) Use combing icons to encourage children to express boldly.
(3) Summary: Press the light bulb connected to the wire on one end of the battery, and press the other section of wire on the other end of the battery. In this way, the electricity is connected and the small light bulb lights up. .
(4) Help Xiaotu’s house connect the wires.
3. Exploring the activity "Connecting Wires".
(Guide children to independently explore the conductivity phenomenon of objects, initially perceive that metal objects can conduct electricity, and encourage children to express the operation process and results in complete language)
1. Set up problem scenarios< /p>
Teacher: Oh no, the wire that was just installed at Xiaotu’s house was chewed off by a mouse, and the lights stopped working. What material can be used to connect this section of wire to provide electricity?
2. The teacher introduces the experimental operation materials and the children make guesses
(1) Set up doubts and guesses: red cloth strips, green wool, white plastic rope, paper clips, copper keys and iron wire. What can be connected to a wire to conduct electricity?
(2) The teacher makes guesses on the record sheet.
3. Explain the requirements for experiments and observations
(1) Two children choose a plate of materials on the table to do the experiment. Each plate has two recording sheets, one yellow and one blue. Look at See what materials are drawn above, and select the materials according to the record sheet to do the experiment;
(2) Please connect one end of these materials to the end of the wire without the light bulb, and then connect the other end of the materials Connect one end of the battery to do the experiment;
(3) After each experiment, record the results on the recording paper and write down the numbers of the two of you;
(4) After all the experiments are over, go back to your seat and talk to the children in other groups, what materials did you use? How did you do it? What did you find?
(5) When tidying up, please paste the recording paper on the board with the bright and unlit symbols respectively.
4. Children’s experiments, teacher guidance
(1) Remind children to take the corresponding materials one after another according to the recording paper for experiments;
(2) Encourage children to Two people cooperate in the experiment, one person takes the battery and the other person takes the wire;
(3) Remind the children to wrap one end of the material with the end of the wire without the light bulb, and use the other end of the material to connect the end of the battery to do the experiment ;
(4) Encourage children to express the process and results of observation in more complete language.
5. Communicate in pairs.
6. Focus on communication and guide children to read the record sheet, analyze and verify:
Focus on encouraging children to boldly and coherently describe the experimental process and results, and proceed based on the children's records and guesses. Verify and further guide young children to understand how to make the light bulb light up.
7. Teacher-child *** summary
Metals such as iron and copper can conduct electricity, but plastic, cloth and wool cannot.
4. The event is over.
(Educate young children to pay attention to the safety of electricity)
1. Connect the wire to make the light bulb light up.
2. Educate young children on the safe use of electricity.
Activities extension:
Raise open questions to stimulate children’s desire to continue exploring and experimenting.
Teacher: What other things in life can conduct electricity and what cannot conduct electricity? We can go home and talk about it with our parents and give it a try. Lesson Plan for the Big Class Science Little Light Bulb Turns On 4
Purpose of the activity:
1. During the observation and exploration activities, discover the circuit of the light bulb and the conductive phenomenon of metal materials.
2. Be able to complete the exploration and understanding of simple scientific phenomena through experiments in situations, and be willing to express the discovered results in your own language.
3. Fully experience that “science is all around you” and develop an interest in discovery, exploration and communication in life.
4. Develop hands-on observation and operational abilities, and master simple experimental recording methods.
5. Have a preliminary understanding of its characteristics.
Material preparation:
1. Teaching aids: a display board (Picture 1), with pictures of batteries, wires, light bulbs, and cups.
2. Learning tools: batteries, wires, light bulbs, cups, building blocks, keys, morning inspection cards, pieces of paper, etc.
Experience preparation: Get a preliminary understanding of batteries through PPT.
Activity process:
1. Introduction: In the form of questions, stimulate and introduce questions.
(1) The teacher turned on the unplugged recorder. Hey, what happened to the recorder today? ("The recorder has no power", the tape is broken...)
(2) The teacher plugs in the power and verifies the children's guesses.
(3) Teacher: Electricity can make the tape recorder rotate. What else is electricity used for? (Electricity can make electric toys move, electricity can make light bulbs light up, electricity can make electric fans rotate...)
2. Try: Choose materials and explore the circuit of the light bulb.
(1) Teacher: The teacher has prepared some materials here. Show Picture 1. Among so many materials, there are two materials that can make the small light bulb light up. Please take a closer look and think about it. Think about it, what do you think it is? It's best to give a reason.
(2) Teacher: Can these two materials really make light bulbs shine? Invite the children to try it themselves.
(3) Children operate to their heart’s content, and teachers observe, encourage and guide (Figure 2).
(4) Teacher: Please tell us, how do you make the light bulb light up? Use this picture to represent it on the blackboard (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, the light bulb will light up.
(6) Teacher: Is that so? Does this connection really make the light bulb light up? Let me give it a try too?
(7) The teacher intentionally chooses wire operations with no exposed metal wires. Hey! Why doesn't it light up?
3. Discovery: Create a scenario and discover the conductivity of metal during operation.
(1) Teacher: Your light bulbs are all on, why aren’t mine on?
(2) Teacher: "Children, you all think it's a problem with the wire. It's also a wire. Why can this wire work, but this wire can't?"
（ 3) Compare the differences between the two wires.
(4) Children compare operations, describe the results of operations, and boldly state the causal relationship between the material and whether the light bulb is on.
(5) The teacher describes the conclusion of the children: "Children, you all think that the light bulb will light up if the metal wires are exposed and connected to the battery, and the plastic-wrapped wire ends are connected to the battery. Can't make the light bulb shine. Is that so? (6) The teacher asked the children to further understand the conductivity of metal during operation.
Teacher: Show me the cup. What material is it made of? (Metal) If you connect it to a battery, will the light bulb light up?
(7) The child found that any part of the metal can conduct electricity (Figure 4)
Teacher. : Ask the children to try it and see what secrets you have discovered.
(8) Conjecture verification: Explore again
① Clarify the operation requirements.
Teacher: " Today, the teacher also prepared many different materials for the children, including morning inspection cards, building blocks, pieces of paper, and keys. First, ask the children to guess which materials turn on the light bulb after being connected to the circuit? Which ones don't light up? Then record your guesses in the table. ”
② The children operate and record the guess results, and the teacher observes and guides (Figure 1).
③ The teacher communicates the guess results.
The teacher’s evaluation of the children The guessing results were asked in different ways and statistics were collected: (Figure 5)
Question 1: "How many children think that the morning inspection sign is bright when it is connected to the circuit, and how many children think it is not bright?" , (Teachers and children count together) Explain how many children are active in one ***? (16)
Question 2: "When the piece of paper is connected to the circuit, 8 children think it is bright. How many children think it is not bright?"
Question 3: "When the key is connected to the circuit, one child thinks it is not bright. How many children think it is bright?
④ Children operate, verify the guess results, and communicate the findings. (Figure 6)
4. Expansion: Provide electrical tools, observe the material of the handle, and understand the relationship between conductivity and safety.
The teacher will provide wire cutters and needle-nose pliers for electricians. , screwdrivers, adjustable wrenches, electrician's knife, electrician's hammer, electric drill, electric soldering iron, etc.: "Next, let's find where their handles are, what material they are made of, and why? Can it be changed to metal material? "
5. Extension of the activity:
Teacher: There are still a lot of materials around us. When we go home today, we will do this experiment with our parents and look for what materials. What materials can conduct electricity?
Encyclopedia: It is generally believed that the electric light was invented by the American Thomas Edison. However, if there is serious research, another American, Henry Goebbels (Heinrich). Gbel had invented the same principles and materials decades before Edison. In 1801, the British chemist David electrified platinum wire to emit light. He also invented the electric candle in 1810, which used arc lighting between two carbon rods. .
In 1854, Henry Goebbels used a carbonized bamboo filament and placed it under a vacuum glass bottle to energize it and emit light. His invention is considered today to be the first practical incandescent lamp. The light bulb he was testing could already last for 400 hours, but he did not immediately apply for a design patent. Lesson Plan 5 for the Big Class Science Little Light Bulb Turns On
Relevant knowledge:
The most common function of a light bulb is lighting. A lighting source that generates heat through electric energy was invented by Henry Goebbels (Edison actually found a suitable material and invented a practical incandescent lamp, and the light bulb appeared as early as 1854).
Activity goals:
1. Know how to connect batteries with wires to make light bulbs shine, and initially perceive that metal can conduct electricity.
2. Develop the ability to collaborate in inquiry and record experimental results using symbols.
3. I am interested in conductive phenomena and like to cooperate and explore with my peers.
Activity preparation:
1. Knowledge and experience preparation: Children are familiar with the names of experimental materials and have a preliminary understanding of the appearance characteristics of batteries and wires and the types of metals.
2. Material preparation: batteries, wires (connected to small light bulbs), cloth strips, wool, plastic ropes, paper clips, copper keys, iron wire, recording paper, pens, one piece of broken wire and more materials for each two children; a bear puppet , battery demonstration sorting chart, large record sheet, etc.
Activity process:
1. Create a situation and introduce activities.
Teacher: (Showing the bear puppet) There was a power outage at Little Bear’s house today. The room was dark and uncomfortable. Little Bear looked for a candle but could not find it, but found a battery and a small light bulb tied to it. Wires, it wants to use these things to install a light by itself. What do you think the bear should do to make the little light bulb light up?
2. Guide children to explore independently "how to make the light bulb light up".
1. Introduce experimental materials.
Teacher: Today we will help Little Bear’s house install lights. The teacher prepared a battery, a small light bulb and a wire. One end of the wire exposed the wire inside, and the other end of the wire was already wrapped around the small bulb. Where should the two ends of the wire be connected to the battery so that the small bulb can light up?
2. Explain the operating steps and activity rules.
Teacher: Two children work together to conduct experiments. They can use different methods to try out how to make the light bulb light up.
3. The two children cooperated to carry out experimental exploration, and the teacher focused on guiding the children to try to use wires to connect different positions of the battery.
4． Use physical demonstrations and graphic demonstrations to guide children to collectively share the experiences gained from exploration.
3. Set up problem situations to guide children to independently explore the conductive phenomena of objects, and initially perceive that metal can conduct electricity.
1. Set up the problem situation.
Teacher: Oops, the wire of the light bulb that Little Bear just installed was chewed by a mouse. The light bulb stopped lighting up after the wire was broken. What material can be used to help energize the light bulb and make it light up again?
2. Introducing operational materials to trigger children's guesses.
3. Experiments for young children, teacher guidance.
4． Focus on communication.
IV. End of activity
Remind children to pay attention to the safety of electricity.