Small class teaching plan in kindergarten 1 activity goal:
1, get familiar with the rhythm of feeling music.
2. Learn to follow the music.
Activity preparation:
1, invite a large class of children to decorate Sister Rabbit. 2. Rabbit headdress 13. 3, a number of radishes. 4. Make a fence with toys. 5. Audio tapes. 6.tape recorder.
Activity flow:
Let's review the song: gargle 1. The sun is up, the rabbit is awake, and it's time for us to get up. Rinse your mouth first!
There are still some bugs in my teeth. Let's rinse our mouths carefully and drive away all the bugs.
Second, learn the rabbit jump 1. Rabbits follow their mothers to exercise, ok?
The rabbits pricked up their ears first, and one jumped proudly with the other. Small eyes and small ears want to find mom. If mother jumps slowly, so does the rabbit. If mom gets up fast, the rabbit will be faster. Jump gently so that the wolf can't hear you.
(Add language rhythm in the middle: Bunny Bunny jumps, jump with mom, jump one, two, one, two, one, two, one, two, one, two, one, two, one, two, one, two, one, two, one, two, two, one, two, one, two.
Third, feel the music, learn to listen to music and do actions 1. Shh! Rabbits, what sound is appreciated for the first time? It turned out to be a piece of music. Who could it be? The second time, I enjoyed the big class children decorating rabbits and listening to the music rabbits jumping.
It turns out that Sister Rabbit is coming. She dances very well. Let's clap for her! Clap your hands while enjoying it. 4. Rabbit, can you dance like Sister Rabbit? Let's dance gently to the music! Listen to the music and the rabbit jumps twice. Alas, the rabbit was hungry after jumping. Let's jump with their mother and line up to find something to eat!
Listen to the music and the rabbit jumps once. 6. Look, there are many carrots here. Let's pull out the carrots and eat them! Hey, who's talking?
Small fence: I am a small fence. I want to see you dance, okay? (Recording) It turns out that the small fence wants to watch us dance. Would you like to? Listen to the music and the rabbit jumps once. 7. Small fence: Bunny, you are a good dancer. Please come in and eat carrots!
Ok, now let's pull out the radish! Listen to music and eat radish. 8. Rabbit, it's time to go home! Listen to the music, and the rabbit jumps home.
Kindergarten Small Class Teaching Plan 2 ● teaching material analysis
There are two activities in this class: "Looking for traces of starch" and "Starch disappeared". The overall design of the activity is to observe and compare starch and talcum powder, so that students can design their own distinguishing methods (appearance, hand twisting, touching and using iodine), and to compare the reaction of dropping iodine on the mixture of starch and talcum powder with different proportions. (The amount of starch is gradually decreasing) What happens when students' guesses are reduced to a certain extent? The students found from the experiment that these methods can not only test whether the substance contains starch, but also judge the starch content according to the depth of blue, and then the game of "rice noodle mouse" played a stimulating role. Third, use iodine to identify whether there is starch in food. (Guess before you do it) "Starch has disappeared" is the last content of this unit. The specific experiment is divided into three bottles of starch paste, one with iodine and the other with saliva. After shaking well, drop iodine to observe and discuss why there are different phenomena. Teachers should use thinking to help guide teaching materials. The problem of "starch disappearing" should pay attention to the following points: a, time may not be enough. The game of "rice noodle mouse" can be played, which has little significance and connection with other activities and can be saved. B, pay attention to the collection of saliva.
The lesson "Traces of Starch" takes starch as the observation object, and through the exploration of starch, let children know that there are many scientific reasons in the things around us.
(1) "Looking for traces of starch" The first experiment was to observe and compare the reactions of different proportions of starch and talcum powder after dropping iodine. In the experiment, children will find that not only can iodine lake reaction be used to test whether there is starch in talcum powder, but also the content of starch can be judged according to the depth of blue.
The second experiment of "looking for traces of starch" is to use iodine to identify whether there will be starch in some foods. Let children make predictions first, and then carry out experimental verification to cultivate students' scientific inquiry ability.
(2) In the activity of "starch disappeared", let students add saliva to the starch paste, shake it well and add iodine dropwise to make the liquid in the cup no longer turn blue, and let students try to explore the reasons for the change.
● Teaching objectives
▲ Scientific knowledge objectives:
(1) Know the difference between starch and talcum powder.
(2) Knowing that starch will turn blue when it meets iodine, the content of starch can be judged according to the depth of blue, and the iodine lake reaction can be used to detect whether there is starch in food.
▲ Scientific inquiry objectives:
(1) will be observed with a magnifying glass to further understand the difference between starch and talcum powder through comparison.
(2) Learn to use prediction when detecting whether the food contains iodine-containing starch; When observing the changes of starch paste after adding iodine, try to explore the reasons for the changes.
▲ Emotional attitude goal: guide students to learn to respect scientific facts in activities, cultivate good scientific study habits, experience the fun of scientific inquiry, and gradually develop the habit of daring to express their opinions and listen to others' opinions in discussions.
● Teaching emphasis: organizing students to explore the process of starch is a key point of this course;
● Teaching difficulty: Starch disappears after contact with saliva.
● List of active materials:
Each group: (starch and talcum powder are marked with 1 and 2), iodine, dropper, glass, 5 pieces of white paper and 2 toothpicks. Calligraphy Axis (Title, Evaluation)
Students bring their own: vegetables, fruits, rice, steamed bread, meat food, etc. A note with a title.
● Teaching process
First, the introduction of magic leads to the research topic of this lesson.
1. Students, do you like to watch magic shows? The teacher will perform a magic trick for you today, ok? Magic: Show a calligraphy work (this is a blank piece of paper). Ask a student to read aloud to the class. Everyone thinks there are no words on this paper, right? The teacher can make it change words. Can you believe it? At this time, I asked the students to smear iodine on the paper to show the words on the paper. What is written on the paper? Who can tell what color these words are?
2. So, can you ask some questions about this little magic trick? Can you explain this phenomenon with what you have learned? (Courseware: blackboard writing: starch+iodine → blue)
3. Summary: It turns out that we can find traces of starch with iodine. I'm so happy, and I'm even happier that the students can use what they have learned to solve the phenomenon they saw today.
Second, inquiry activities
(1) Observe and compare starch and talcum powder.
Situation: The teacher bought a bag of starch and talcum powder. I want to ask my classmates to help me distinguish. Will you help me? 1. Before the observation, the group will discuss the methods they have learned can be used.
2. Discuss the methods of group communication. (Label per bag 1, 2) Nose, hands, eyes, iodine.
The students must return home with a full load. Communicate with the whole class in groups and introduce the methods and findings of your group.
2. Observe and compare the reaction of the mixture of starch and talcum powder with different proportions after dropping iodine. If starch and talcum powder are mixed, the amount of starch will gradually decrease, and what will happen to the color? How to do this experiment? Yaozhu
What do you mean? The amount of talcum powder and the amount of iodine. ) (Board: talcum powder+iodine → no discoloration)
(2) Use iodine to identify whether some foods contain starch.
Situation: We know that the iodine lake reaction will turn blue, and we also know that different starch contents have different degrees of discoloration. The teacher has an idea. Guess what the teacher thinks. (Student guesses) How about we apply this knowledge to our lives?
(1) Ask the students to show their own food, guess whether these foods contain starch, put the food that is considered to contain starch in one pile, and put the food that does not contain starch in another pile. What makes you guess? ) (Table 2)
(2) Is our guess correct? Verified by dropping iodine. Students' experimental operation. (Table 2)
(3) student statements.
Inquiry activity 2. Do the experiment of starch disappearing.
Situation: Next, let's do a more interesting magic trick. Put 1, 2, 3 and 4 transparent cups, add some starch paste and stir. Hurry up and add saliva to No.2, so that students can't find it.
(1) 1 Cup iodized, guess, look carefully, what's the change? What does turning blue tell us? Is this magic good? But we found starch here.
(2) Add iodine to No.2 cup, guess and shake it a few times, what do you find? What does Henglan tell us? Where did these starches go?
Situation: The teacher wants to take his apprentice. Guess why. After full development, the students tried to explore the reasons for the change. A milkshake. Students try the third cup to exclude. B became something else. Into what? What method does the teacher use? Students try.
... the teacher led the students to discuss: "Why do two bottles have different phenomena?"
Solution: Food containing starch is chewed with teeth after being eaten by people. Is starch still there?
Third, the expansion link:
In this class, we went to look for traces of starch, found it and let it run away. Are the students interested? After your research, you have gained a lot. What have you learned? But time is limited. What other questions are you interested in about starch? Students can use the research methods they have learned today to study new problems after class. Because starch and food are closely related to our lives, the teacher suggested that you set up a tabloid about food and people to fully display your talents.
Evaluation: Students spray with iodine solution.
Fourth, homework. "rice noodle tiger" game; Write a fairy tale.
Low blackboard writing:
Traces of starch
Starch+iodine → discoloration
Talcum powder+iodine → no discoloration
Starch paste+iodine → discoloration
Starch paste+saliva+iodine → no discoloration
The third activity goal of kindergarten small class teaching plan:
1, observe autumn scenery's autumn paintings and feel the colorful leaves dancing in the wind.
2, learning children's songs, can recite children's songs with expressions.
3. Willing to go to nature to further sprout the feelings of loving nature.
4, according to the existing experience, boldly express their ideas.
5. Say simple things boldly.
Activity preparation:
1, melodious music tape.
2. A book for children.
Activity flow:
1, lead the children to the kindergarten under the big tree (or near the kindergarten with fallen leaves) and guide them to observe the fallen leaves in autumn.
Inspire children to see things around them. Autumn is coming. What color are the leaves on the tree? What about the leaves on the tree when the autumn wind blows?
2. Take the children indoors and let them talk about what they see.
3. On the basis of children's observation of nature, guide children to open children's books, let children enjoy the picture, further observe the leaves in autumn, and guide children to say: What color are the leaves on the picture? What happened to the leaves when the autumn wind came? What do you think of fallen leaves? Teachers recite nursery rhymes, so that children can understand the content of nursery rhymes and further perceive the beauty of autumn leaves.
Help children further understand the content of nursery rhymes by asking questions: what is said in nursery rhymes? Why do red and yellow leaves look like butterflies?
4. Read nursery rhymes with children and encourage them to recite nursery rhymes with expressions.
5. Play music to inspire children to think: If you are a small leaf, what do you want to do after listening to this music? Please ask some children to come up and do the dancing of leaves. Let's study together, and then guide the children to fly freely with the music in the classroom, and fully perceive and experience the scene of leaves flying up and down in the wind.
Children's songs:
Pieces fly like butterflies, the autumn wind blows, the branches shake,
Red leaves and yellow leaves fall, red leaves and yellow leaves,
Fragments are flying like butterflies.
Because when I took my baby to play in the autumn fields last Friday, I had guided my baby to observe all kinds of trees and fallen leaves in autumn by the way, so I didn't take my baby to observe it specially today, just to guide my baby to remember. In addition, in the activity, I used two printed leaves of red and yellow as teaching AIDS to help my baby know butterflies.
Activity reflection:
Perhaps the babies saw the scene of fallen leaves falling from the tree with their own eyes and remembered it deeply. They can use more appropriate language to describe the color and shape of fallen leaves and the way they fall from trees. When learning nursery rhymes, because I used two pieces of red and yellow calico leaves as teaching AIDS, I let the fallen leaves fall in the shape of butterflies according to the content of nursery rhymes, so the baby quickly understood and learned nursery rhymes. When performing children's songs, most babies can vividly imitate the falling leaves and fly like butterflies. The effect of the activity is better than expected.
The fourth part of the kindergarten small class teaching plan activity objectives
Through activities, children can understand that their mother is at work when they go to kindergarten, and they can wait for their mother happily.
Activities to be prepared
A batch of plush toys, little monkeys, baskets, music tapes, FLASH "Mother Monkey goes to work" and video "My mother is at work"
Activity process
● Perceptual experience
By creating a "baby monkey crying" situation, guide children to help the baby monkey, so that children feel that the baby goes to kindergarten and the mother has to go to work.
1, who is crying? (Monkey Baby) Why is it crying? (General discussion on children)
The little monkey misses his mother in kindergarten.
2. So where did the mother monkey go after sending her baby to kindergarten? What is it doing? (Watch flashes)
Mother monkey went to work. It is busy picking and distributing fruits in the orchard, and it is very hard to make money by selling fruits. It also misses the baby and comes to pick it up after work.
3. (showing many baby monkeys) Oh, so many baby monkeys are crying. Let's hug them! (discover and guide children's movements and language)
Actions-kissing, hugging, clapping; Wipe away the little monkey's tears ...
● Migrate life
Watch the video "My mother is at work" to further experience that I am in kindergarten and my mother is at work.
1, where's your mother? (Watch the video)
2. What did Mom say? How do you feel when you miss your baby?
Mom misses the baby happily, and you should also be happy to wait for mom.
Do you have anything happy to tell your mother in kindergarten?
Think of your mother happily. It can also bring happiness to mom.
● Emotional expression
It's really interesting to perform Smile in kindergarten and experience playing games with teachers and children.
1, perform along with music songs.
2. Scroll all the photos of babies playing happy games in kindergarten on the screen.
We are so happy to learn singing and dancing in kindergarten. My mother will pick us up soon.
The fifth activity goal of kindergarten small class teaching plan:
1. Let the children work out various ways to move the table tennis to another plate through operation and exploration.
2. Let children experience the joy of success in their attempts.
3. Actively participate in experimental exploration.
4. Be able to boldly carry out practical activities and express your views in complete language.
Activity preparation:
1, two paper plates and a ping-pong ball for each person.
2. One material for each group: straws, pencils, mirrors, cardboard and spoons.
3. magnetic tape
Activity flow:
First, stimulate children's interest in exploration.
1. (Showing table tennis) Look, children, what is the teacher's hand? Have you ever played? How do you play? (Children are free to answer, hit, pat, roll and throw)
Today, the teacher prepared a ping-pong ball and two plates for each child. The teacher asked the children to find a way to move table tennis from this plate to another empty plate without any tools. (Children think and talk)
Second, explore ways to move table tennis without any tools.
1, children have said so much, so now please try the method you just thought, or you can try the method others said (children's operation)
Please tell some children how they moved table tennis just now. Ask the children to demonstrate.
Summary: Just now, the children tried so many ways to move the ball to another plate without any tools (hand holding, mouth biting, finger clamping, mouth blowing and nose pushing). You're great. Encourage yourself.
Third, provide materials for children to explore various ways to move the ball to another plate without touching it with their hands.
1, the child is so smart, and now the teacher has to test the child without touching the ball. How can he move it to an empty plate with some tools? The teacher prepared some tools for each group of children. Please try it yourself, see what tools are used to move the ball to the empty plate, and see who has more methods. (children's operation)
2. Ask individual children what tools you just used and how to move the ball to an empty plate. (Children demonstrate) Other children also try it to see if it works. (All children operate)
Teacher: What tools did the children use to move table tennis just now? (straws, pencils, chopsticks, spoons, cardboard) Can they move table tennis? Which of these tools do you think is the easiest to move the ball? Why? Which tool is the most difficult and the slowest to use? Why? (children's freedom theory)
Summary: Today, children not only learned how to move table tennis with many tools, but also learned how to move table tennis without any tools. The children are great!
4. Then think again. Besides the toolbox method just used, what other tools can move table tennis? (The child speaks), the child can look for it and try it when he comes home.
Fourth, the game
Play: 4 groups, 2 groups, 2 groups to play. The first child passes the ball to the next child with a spoon, and so on until the last child carries the ball into the basket. When the music stops, the person who delivers the most is the winner.
Rule: 1, the ball must be passed to the next child one by one.
2. In the process of passing the ball, the ball fell to the ground and could not be picked up. Picking it up was a foul.
3, you can't use the hand-held ball, you must use the spoon end.
Verb (short for verb) activity is over.
Reward the winning team and encourage other teams.
Reflection:
The activities I designed are in line with the age characteristics of the children in this class. During the activity, children can actively participate in it, think of many ways to move table tennis and experience the joy of successful operation. Only a few children can't hold the ball with chopsticks quickly because of their poor hands-on ability, so they seem a little lost and become less active. In future activities, children with poor hands-on ability will be taken care of, so that they can also experience the joy of success in the operation process.
The overall goal of the sixth activity in kindergarten small class teaching plan:
1. Pay attention to your body and stimulate children's interest in exploring your body.
2. Feel and experience the appearance characteristics, structure and main functions of the five senses, and develop the perception ability.
3. Be able to actively use the senses to perceive the world around you and know how to protect your five senses.
My ear spirit
Activity goal: 1. Perceive different sounds in daily life and try to distinguish some different sounds.
2. Know that your ears can hear sound, and protect your ears.
3. Cultivate children's ability to listen carefully and distinguish.
Activity preparation: 1, tape recorders, tapes, bells, tambourines, plates, clocks and other items that can make sounds.
2. Teaching wall charts (background pictures such as nature, flowing water, strong winds, thunderstorms and bird songs). ).
Guidance points: 1, game: listen to your ears.
Teachers and children read children's songs while touching their ears: "Ears and ears are waking up, listen to who I am?" After reading the children's songs, the teacher plays pre-recorded sounds that children are familiar with (such as the horns of cars and motorcycles, the bells of bicycles, the cries of common small animals, the laughter and crying of people, etc.). ), let the children guess who or what made the sound.
After the children are familiar with the game, the teacher can increase the difficulty of the game. At this time, the teacher can let the child close his eyes, change the position of the sound, and let the child talk about the direction of the sound source.
2. Teachers and children discuss the use of ears: How do you find the sounds around you? What's the use of ears?
3. Show the background pictures of nature, and play various sounds of nature (running water, wind, thunder and rain, birdsong, etc.) in turn. ). Let the children choose the corresponding pictures according to the sound played on the tape and paste them in the appropriate position. 4. Discussion: What other voices have you heard in our life? And ask children to imitate this sound.
5. Discussion: How to protect your ears?
(1) Please tell the child what will happen without ears?
(2) Please cover your child's ears, and the teacher will speak softly to guide the child to perceive the inconvenience that he can't hear.
(3) How to protect your ears? Don't talk loudly into your ear, don't let water flow into your ear or stay in it, etc.
Activity extension: let children find pictures and objects of different things or phenomena that can make sounds in life, show them in the science area, and talk about or demonstrate the sounds they make.
My eyes are bright.
Activity goal: Understand the common sense of eyes in the game and know the main functions of eyes.
Activity preparation: 1, 3-5 items commonly used by children in the classroom, such as toys, markers, building blocks, scissors and so on.
2. A big piece of cloth and a table.
3. Mirrors, handkerchiefs, toy fruits, fruit baskets, etc.
Guiding points: 1. Teachers show children familiar things and ask them to name them.
2. Game: Magic.
(1) Please look at the items on the table first, and then the teacher will cover the items on the table with a cloth.
(2) Let the children close their eyes, and the teacher takes out one of the items covered with cloth and hides it. Then let the child open his eyes and slowly open the cloth.
(3) Let the children talk about what is missing from the table.
(4) After children are familiar with the rules of the game, they can increase or decrease the items in the cloth for children to guess; You can also let interested children take turns to be "magicians".
(5) Let the children talk about how they know what is missing or added on the table.
3. Let the children look at their own eyes in the mirror, then look at the eyes of their companions and talk about what the eyes look like.
4, the game: transporting fruit.
(1) Ask two young children, one of whom covers his eyes with a handkerchief (or blindfold) so that he can't see, and then ask the two young children to bring back two baskets of fruit from the "orchard".
3, a number of small plastic bottles (medicine bottles, film negative boxes, etc.). ) and dig a small hole in the bottle cap.
4. Dolls with nosebleeds, handkerchiefs, etc.
Guiding points: 1. Show the collected odorous articles. The collector will introduce the articles and invite everyone to smell them.
2. Game: Mystery Box.
In advance, the teacher put the smelly items displayed in front of him into the mysterious box one by one, let the children smell them with their noses in the small holes of the mysterious box and guess what is hidden in the box. Finally, the teacher opened the mysterious box and verified it with the children.
3. Discuss the use of the nose with your child and know that the nose can smell. And guide the children to recall: What is Dad's nose usually used for? What does mother usually do with her nose? And grandparents'. ...
4, the game: find the same.
The teacher showed bottles with different smells. Let the children pick up the bottles and smell them. Put the cans with the same smell together and tell them what the smell is. After several rounds, the teacher can appropriately increase the number of groups of bottles with the same smell, and then play the game in groups as mentioned above.
5. Discuss with your child how to protect your nose.
(1) The teacher showed a doll with a nosebleed. The teacher asked: What happened to the doll? How can the doll's nose bleed? Teach children not to pick their noses with their hands, but to wipe them with handkerchiefs when they come out.
(2) Let children be "little teachers" and teach dolls the correct way to wipe their noses.
Small mouth tasting
Activity goal: 1. Through the taste experience, let the children know that the tongue can feel various flavors.
2. Taste sour, sweet, bitter, spicy and salty.
Activity preparation: 1, five groups of water with different tastes (such as lemonade or vinegar, sugar water, bitter gourd juice, salt water, ginger tea, etc. ), chopsticks or straws (more than the number of children).
2. "educational wall chart" (drawing the faces of people with different facial expressions.
Guiding points: 1. The teacher tells the story of "bittersweet" (see small database).
Invite children to be "chefs" and try to find out where the five children on the table are hiding: sour, sweet, bitter, spicy and salty.
3. Let the children choose a water cup freely, dip the water in the water cup with chopsticks (or straws), taste it and tell the children what they like.
4. Let the children connect the expressions corresponding to the taste on the wall chart according to their feelings about the taste.
5. Talk about the help of tongue to people.
Activity expansion:
Ask parents to help create conditions for their children to be "chefs" at home and mix cold dishes by themselves. Note: Before you start work, you should let your children know about all kinds of condiments and remind them to figure out what kind of cold dishes they want to go with before you start work.
My five senses
Activity goal: 1. Find the five senses in perceptual activities and know their names.
2. Observe the relative position and appearance characteristics of the five senses, and get a preliminary understanding of the common sense of protecting the five senses. 3, can boldly use language to express their findings to teachers or peers.
Activity preparation: 1, there are several masks with five facial features, corresponding to the five facial features, and each person has a mirror.
2. The first page of the children's learning package (Facebook and facial puzzles).
Guiding points: 1. Let the child look at his face in the mirror, see clearly the organs on his face, and talk about what he sees and what he looks like. ※.
2. Look at the position of the five senses of the children around you on the face. Is it in the same position as your five senses?
3. Teacher's summary: Each of us has two eyes, two ears, a mouth and a nose; There are eyeballs in the eyes, teeth and tongue in the mouth.
4. Game: I say you do it.
The teacher named a facial feature and asked the children to point it out quickly and correctly by hand.
5, the game: look at the five senses. The teacher showed the facial mask and related materials of patients with five senses deficiency, and asked the children to be "doctors" to treat patients with five senses deficiency: to see what five senses these patients lack and what impact they will have on their lives, and to help patients find the corresponding five senses and stick them on the corresponding parts of the mask.
6. Discuss the use and protection of five senses with children.
7, intelligence game: put the five senses.
Provide facial makeup and facial puzzles, let children operate freely according to their existing experience, try to pose with the five senses, and talk about the names of the five senses and their help to people.
Activity extension: let children make various expressions in front of the mirror, and observe: what changes have taken place in the five senses when making various expressions. Try to stick Facebook with various expressions.