The activity background of the large-scale science "The ups and downs of eggs" 1 teaching plan.
Ups and downs are familiar and common scientific phenomena in children's life, which represents an absolute and affirmative ultimate state of objects in water, and children's understanding of it is certain. However, the phenomenon of "suspension" between sinking and floating is rarely mentioned, because this vague and complicated phenomenon is "unclear and unclear" to children, so teachers turn a blind eye or ignore it, but it really exists in children's lives and often causes great interest of children. So, I designed this activity, aiming to let children feel and understand this phenomenon initially through guessing, searching and self-exploration, and to stimulate their interest in exploring scientific mysteries from an early age.
design concept
"Life is education"-every aspect involved in life contains a lot of truth and knowledge, which may become the material for children's scientific enlightenment. Children always understand and know the world in contact with their surroundings. A common thing in the eyes of adults is so novel and interesting in the eyes of children. It is because of these early experiences that their lives have become rich and colorful, their lives are full of vitality and their minds have developed healthily. This activity is due to a casual conversation: Wang Yang, a child in the class, told a scene he experienced at his grandmother's house in the country. There are many duck eggs floating in a small water tank in her house. On a whim, he tried to let them sink by hand, but the duck eggs were dangling on the water and didn't listen. Cao Ying, who listened silently, immediately said, "I saw my mother put the boiled eggs in the water. They were heavy, not floating." Some bold children speculate that it may be caused by cooked cold water and hot water from eggs and ducks! Some children are puzzled and look at me for help. So, an idea was brewing in my mind.
This activity is divided into four steps: guessing-watching-doing-saying: it has gone through the process of stimulating interest-asking questions-exploring-communicating, thus stimulating emotions and flirting into the countryside; Teach it to inspire thinking; Guide it and explore the law. Let children learn in action, think in fun, discover in surprise and reap in fun, thus developing children's autonomy, enhancing initiative and encouraging creativity. Finally, from "want me to learn" to "I want to learn" and then to "I can learn".
moving target
1. Explore the ups and downs of eggs after adding a certain amount of salt in clear water, and preliminarily perceive the existence of suspension phenomenon.
2. Children can cooperate with each other to carry out operation experiments, carefully observe the experimental phenomena, and learn to record and describe their own operation processes and results.
3. Be able to think positively and be interested in actively exploring scientific mysteries.
Activities to be prepared
Teaching AIDS: two beakers (filled with equal amounts of fresh water and salt water respectively), an egg and an enlarged recording paper.
Learning tools:
1. Physical objects: eggs, salt, bowls, pots, spoons, beakers and rags, each with a number.
2. A magnetic marker, record sheet and marker.
Activity process
First, guess where the baby's eggs fluctuate.
1. Show two beakers with the same amount of fresh water and salt water, and guide the children to compare: Is there as much water in the two beakers?
2. Show me an egg: Today, the egg baby will play a game with water. Do the children want to see it? What happens when the baby egg reaches these two beakers filled with water?
3. Guess the ups and downs of the egg baby in salt water and fresh water.
The teacher is suspicious: what will happen to the egg baby when he gets the first cup (clear water)? Will it sink or float? (Children guess and express ups and downs with body movements: standing means floating, squatting means sinking-experimental verification-children's observation results-teachers and children complete the record together)
Continue to doubt: what will happen to the egg baby in the second cup (salt water)? Will it sink or float in the water? (Children guess and ask them to put a magnetic label on the water level they guess-experimental verification-children's observation results-teachers and children record the position of eggs in the water together)
(Comments: Design in the form of "guessing", so that both teachers and students can enter the atmosphere with an open mind at the beginning of the activity, argue around the rise and fall of eggs, boldly associate, create a democratic and relaxed psychological environment for children, and harmonize the relationship between teachers and students; At the same time, in the process of letting children express the predicted results with body movements and marks, children dare to think, speak and express their views in the activities, which better realizes the interaction between teachers and students. In this process, teachers always put children first, and they boldly expounded their views, which made the activity form a good beginning of asking questions, guessing expression, verifying and recording results. )
Second, find the secret of the ups and downs of the egg baby.
1. Children ask questions independently according to observed phenomena.
After reading the experiment just now, do you have any ideas or questions? Now let's make a "little question mark" and ask your question, shall we?
(Comment: Finding problems is the premise for children to explore. The design of this link gives children the patent right to ask questions in traditional teaching, which is conducive to promoting the development of children's positive thinking, forming a preliminary problem consciousness, and is also more conducive to triggering children's internal motivation for further exploration. )
2. The teacher sets suspense according to the children's questions.
Oh, that's weird. The egg baby sank in the first cup, how did the second cup come up? What is the secret here? Children, think quickly and find it.
3. Guide children to find the reasons for the ups and downs of egg babies through various senses.
Inspire children to have a look, touch and taste, and distinguish the difference between fresh water and salt water. So, the cause of the problem was found: the egg sank in a glass filled with fresh water and floated in salt water.
4. Further deepen the problem.
So will eggs float in salt water? How much salt does it take to float? Let's try it together, shall we?
(Comment: This not only doubts the uncertainty of the previous conclusion, but also naturally permeates the requirements for experimental observation in the next step, allowing children to enter the experiment with strong curiosity and desire to know the results. The teacher asks contradictory questions, let the children think about the problem with their existing experience and express their views on the problem as much as possible. This is also a process in which children connect new experiences with old ones and transfer them. )
Third, do an experiment on the ups and downs of baby eggs.
1. Understand the experimental method shown in the recording chart.
2. Put forward the experimental requirements: work together in pairs to clarify how to add salt, stir, record matters needing attention and so on.
3. Children's experimental operation, the teacher observes children's experiments and gives timely and appropriate guidance according to the specific situation.
(Comment: Children know things and acquire knowledge mostly from direct experience. The Guiding Outline of Kindergarten Education (Trial) puts forward: "We should try our best to create conditions for children to actually participate in inquiry activities and let them feel the process and methods of scientific inquiry." In this experiment, the amount of salt, the degree of stirring and dissolution are all factors that affect the experimental results. Teachers should judge children's experimental results according to different experimental methods, and must not stifle children's interest in independent inquiry in pursuit of unified results. Therefore, teachers should accurately grasp their role in activities, and only when children do encounter obstacles in inquiry activities due to their own experience and ability limitations can they give some help. )
Fourth, talk about the ups and downs of egg babies.
1. (Show the children's experimental record card) Tell your own experimental feelings from the record results and find the law of egg ups and downs.
2. Continue to doubt: Why don't the eggs float in the salt water of 1 spoon with 2 tablespoons of salt, but slowly float in the salt water of 3 tablespoons with 4 tablespoons of salt?
(Comment: In this link, the teacher pointed out the contradictory fact: Why do eggs sink or float in salt water? Let children think deeply about the problem and form an understanding through their own exploration: eggs have a ups and downs process in different concentrations of salt water. After adding a certain amount of salt, the eggs can float in the water until they all float. And through collective discussion and communication, let the children sort out their thoughts and actions at one time, thus strengthening the newly acquired experience. )
Besides eggs can float in salt water, what else can you do to make them float? (Children recall their own life experiences and say it casually)
(Comments: The discussion in this session makes children know that there is no only way to make eggs float in the water, thus cultivating children's multi-directional and open thinking. At the same time, it also conforms to the purpose of "science comes from life and will eventually return to life". )
Activity expansion
1. If salt is constantly added to the salt water, will the eggs still float?
(Comment: Scientific activities are not final, nor can they be accomplished overnight. It will constantly change with the deepening of people's understanding and constantly put forward new assumptions and explanations. Therefore, it is particularly necessary to cultivate children's spirit of exploring science from an early age. )
2. Encourage children to continue to explore and find the ups and downs of eggs in other liquids (such as sugar water) and other ups and downs.
The second part of the teaching plan of "the ups and downs of eggs" in large class science activity goal
1. Willing to explore the secrets of the ups and downs of eggs.
2. Explore the ups and downs of eggs after changing their concentration in water, and initially perceive the suspension phenomenon.
3. Be able to express your thoughts and findings boldly.
Activities to be prepared
1. Cut off the bottleneck of the mineral water bottle (for safety reasons, wrap it in transparent plastic).
2. Fresh eggs, straws, spoons, small plates, markers, salt and sugar.
3. Observation record form
4. Videos and pictures of the Dead Sea.
5. Location: Divide the children into five groups.
Activity process
First, import: intuitive import method to stimulate children's interest.
1. The teacher shows the eggs and asks questions.
Teacher: Children, Teacher Jiang invited a guest today. Do you know who it is?
2. Show the eggs and guide the children to observe the items on the table.
There are 1, 2, 3 cups on the desktop, all filled with the same water, including clear water, sugar water and salt water.
Second, guide children to discover the secrets of egg ups and downs.
1. The teacher put the eggs in the cup 1, 2, 3 respectively. Please watch carefully.
Teacher: What did you find?
What's the difference between these three cups?
2. Guide children to observe and learn to distinguish between salt and sugar.
Teacher: Do you know what's in the cup?
What's the difference between them? Would you please look for it?
Guide children to use a variety of senses: look and taste, and find the difference between salt and sugar.
1. The teacher asked: Will the eggs float as long as salt water is added?
Young: Guide the children to discuss how much salt will float on the eggs.
Third, experience and explore the method of floating eggs, and record the operation.
1. The teacher introduced the requirements for the use of experimental materials and recording forms.
(1) Requirements for filling in the record form.
(2) The egg is raw, so be careful not to break it.
(3) When scooping salt, each spoon of salt is basically the same.
(4) When stirring, don't spill water until the salt is completely melted.
(5) Group work, each group leader is responsible for arranging small operators and small recorders.
2. Let the children operate the experiment, and the teacher will tour the guidance.
Attention: deal with emergencies (such as broken eggs) in time.
3. Share the experimental results.
Teacher: What did you find? How many spoonfuls of salt did the egg float?
The teacher concluded: The more salt you put, the higher the concentration of water, and the eggs will float.
Watch the video of the Dead Sea and discuss the reasons why people can float in the Dead Sea.
Activity expansion
When you get home, please operate how to make the eggs sink. Go to the kindergarten and share your findings with the children!
The Big Lesson Science "The Ups and Downs of Eggs" Lesson 3: Activity Objectives
1. Cognitive goal: Know that the rise and fall of eggs is related to the concentration of salt water.
2. Skill goal: to observe the suspension degree of eggs with the amount of salt added, and to record and express the test process and results.
3. Emotional goal: experience the fun of two people's cooperative exploration in the egg ups and downs experiment and share the experimental experience.
Second, activities are both important and difficult.
1. Activity focus: Through observation and experiment, we know that eggs can only float in salt water, and the degree of suspension is directly related to the concentration of salt water.
2. Activity difficulty: When doing experiments on the relationship between salt water concentration and egg suspension, you can record the experimental process in detail and clearly express the experimental process and results.
Third, activity preparation
1. Material preparation: some glasses, spoons, chopsticks, eggs; Clear water, salt, recording paper and pen.
2. Experience preparation: Children in large classes have some perceptual knowledge of the ups and downs in life. For example, people who can swim can float on the water, those who can't swim need swimming rings to float on the water, and stones will sink immediately when thrown into the water.
Fourth, the activity process
(A) the beginning-the introduction of questions
1. The teacher shows the picture: a person lying on the dead sea reading comfortably.
2. Teacher: What do you see in the picture? Why can he float on the water and not sink? Do you think this situation is possible?
(2) Basic part
1. Introduce experimental teaching AIDS, set up doubts and arouse children's thinking.
(1) The teacher showed all kinds of experimental materials and introduced: two transparent glasses contain the same amount of water (not to mention one glass is clear water, the other is a certain concentration of salt water) and one egg; Highlight that the two cups are the same, and there is as much water in them.
(2) The teacher asked: What happens when the baby's egg is put in the first water cup (clear water) and then in the second water cup (salt water)?
2. Guide children to explore independently and initially perceive the ups and downs of eggs.
(1) Teachers operate experiments to guide children to observe and talk about the ups and downs of eggs in two cups.
(2) The teacher asked: The baby egg sank in the first cup, how could it float up in the second cup? What is the secret here?
(3) Children's independent exploration: look, touch and taste to distinguish the difference between fresh water and salt water. So we can find the reason: eggs sink in a glass filled with fresh water and float in salt water.
3. Guide children to operate materials and deeply understand the relationship between ups and downs and salt content.
(1) The teacher further guided: Will an egg baby float in salt water? How much salt does it take to float? Let's do this experiment and record it on the recording paper.
(2) Teachers divide children into two groups to explore together.
(3) Teachers provide operating materials: each group has a glass, a table salt, a spoon, a stirring stick, recording paper and a pen.
(4) The teacher put forward the experimental requirements: define the way of adding salt, mixing and recording.
(5) Children's cooperative operation experiments are recorded, and teachers give guidance according to specific conditions.
4. Talk about the law of ups and downs and share experiences.
(1) Ask the children in the group to show the recording paper and talk about the experiment process and results.
(2) The teacher continued to ask questions and guide: Why did the baby's eggs start not to float with salt, but floated after adding salt?
(3) Children's collective discussion, the teacher concluded: there is a process for eggs to float, with less salt and low salt concentration, and eggs cannot float; Only after adding a certain amount of salt, the concentration of salt water becomes larger, and the eggs can float in the water until they all float.
(3) The last part-dispelling doubts
1. Show three pictures about the Dead Sea: lying on the Dead Sea reading a book; Lying on the dead sea to sleep; Play table tennis on the dead sea.
2. The teacher dispels doubts: people need to swim or use tools such as swimming rings to float in the water. There is only one place in the world where people can naturally float on the water, read books, sleep and even play table tennis without having to do so. The secret is that the salt concentration in this place is very high.
The expansion of verb (verb's abbreviation) activity
Today, we will explore the changes of raw eggs in salt water. Will boiled eggs change the same as raw eggs in salt water? The teacher provided these materials in the science exploration area, and the children can continue to explore.