The design intention of 1 in the teaching plan of "ups and downs" in large class scientific activities
Children are interested in playing with water, and often see them throw a stone, a leaf, etc. Get into the water and enjoy it. In order to further stimulate children's exploration spirit, I designed this activity-ups and downs-in combination with the book "Kindergarten Happiness and Development Course" of the big class.
moving target
1. Children perceive the ups and downs of objects in water;
2. Boldly explore and try different methods to make objects sink or float, and cultivate the spirit of exploration;
3. Initially learn to cooperate with two people to do experiments and cultivate their cooperative ability.
Activities to be prepared
One exercise material for each person, including stone, toothpaste skin, plasticine, empty medicine box, foam board, plastic straw, record sheet (see attached figure) and pencil; There are several basins, several building blocks and several plastic plug-ins.
Activity process
First, introduction: display materials to stimulate children's desire to operate.
Second, the activity process
(1) The teacher put forward a tentative question: If you put these materials into water, what will you find?
1. Children try.
2. Children introduce the test results.
Teacher's summary: Stone, toothpaste skin and plasticine sank to the bottom of the water. We call this phenomenon sinking one by one. Empty medicine boxes, foam boards and plastic straws float on the water. We call this phenomenon floating one by one.
(b) The teacher put forward a tentative question: "How to make submerged objects float on the water?"
1. Children try.
Requirements: two children negotiate amicably, one tries and the other records.
2. Trial conclusion: Changing the shape of plasticine (kneading it into angular slices) can make plasticine float on the water; Stone and toothpaste skin can float on the water when placed on the foam board. ...
(3) The teacher asked a question: How to make the objects floating on the water sink to the bottom?
1. Children try.
Requirements: Two children try to exchange. Encourage children to boldly use different materials and methods to try.
2. Test conclusion: Plastic straws are inserted on plasticine.
Can make the plastic straw sink to the bottom; Putting the plaster into an empty medicine box to make the empty medicine box sink to the bottom; Putting stones on the foam board can make the foam board sink. ...
(D) Teachers try to ask questions:
Xiao Ban's little brother and sister accidentally mixed plastic inserts with building blocks when collecting toys. What can you do to help them separate the building blocks quickly?
Children's trial answer: pour the mixed building blocks and plastic inserts into the water, the building blocks sink and the plastic inserts float on the water.
The teacher demonstrated the experiment and verified the answer.
Activity expansion
The teacher put these materials in the science area, and after the activity, the children can come and continue to try.
Teaching plan of large class scientific activities "ups and downs" 2 I. 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 record 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.
The activity background of "Big Ups and Downs" teaching plan in big classes;
During a daily class block disinfection, the children found many blocks soaked in water, some floating on the water and some sinking under the pool. Children are very interested in this phenomenon. Why do some of the same building blocks float? Some are sinking? Around the hot topic of children, we put in the ups and downs of exploration materials in the scientific exploration area.
Activity description
The first paragraph: the ups and downs of the experiment began.
I asked the children to guess together what would float and what would sink. Children are confident that the big ones will sink and the small ones will float. I will let the children collect experimental materials according to their own guesses. At the same time, I also provided some materials, such as paper clips, hoping to arouse the cognitive conflict of children's original experience and guide children to pay attention to the shape of the object from the material of the object. I provided several washbasins with different functions (one for floating objects, one for sinking objects, and one for discharging water) and a record sheet. In this way, our ups and downs experiment began. On the first day of the activity, many people came to participate. Xinyi was the first person to do this experiment. She puts the items into the water one by one, carefully observes whether the items are floating or calm, and sometimes reaches into the water to touch them when she is not sure. After she finished, she happily shared her experimental results with her companions with a record sheet. The children are doing experiments seriously. When the experimental results are consistent with my own guess, I feel particularly successful, but when they are inconsistent, I will leave a little regret. On the basis of children's full experiments, for children's problems, such as why paper clips are light and small, they will sink. I organize children to discuss.
Analysis:
The children in our class are exposed to the activity of "ups and downs" for the first time, but they still have no experience and knowledge about some related ups and downs. Children's basic experience of ups and downs is that big things and heavy things will sink, while small things and light things will float. However, the results obtained by children in the experiment conflict with their original experience. Children know that small and light things may sink, and big and heavy things may float. They don't just guess whether an object is sinking or floating based on its size and weight. In addition, many materials collected by children are plastic products, and these plastic products are floating, so children also understand that from the perspective of the properties of articles, they have formed the experience that "plastic things will float and iron things will sink", and summarized and sorted out this key experience.
The second paragraph: They are all made of metal. Why are some floating and some sinking?
After the children initially formed the experience that "plastic things will float and iron things will sink", I collected materials with the children to verify the experience gained. I focus on placing different metal objects in order to cause further cognitive conflict with children's existing experience. After the experiment, the children were surprised to find that no matter what plastic objects do float, the same metal objects have different ups and downs and will change like magic. In an experiment, Feifei fiddled with these materials after finishing the experiment. When she filled the bowl with water, she found that the bowl began to sink, which was different from the previous experimental results. The bowl floated before it was filled with water, but it sank after it was filled with water. The ups and downs of the original object can be changed, and the original heavy things can also make it float. So how to change the ups and downs of things has become a problem for children.
Analysis:
After simply exploring the ups and downs of different objects, children have some experience of ups and downs, which also conflicts with the original cognitive experience, so we continue to explore around this contradiction. Starting from the place where children have conflicts, choose a single and special item-metal. Because metal objects are relatively heavy objects in children's concept, there is a certain contradiction between children's existing experience and actual operation results. This contradiction is worth discussing. Although bowls, plates, cans, etc. They are all metal objects with hollow shapes. Hollow objects are relatively light in weight, so they are all floating. At this stage, children experience the different ups and downs between hollow and solid.
The third paragraph: How to change the ups and downs of objects?
After discovering the ups and downs when the bowl is full of water, children's interest is not only to observe the ups and downs of different items, but many children begin to find ways to change the ups and downs of objects in operation. In an activity, Haohao asked me if I could give him a rope when I was operating. It turned out that he wanted to use the method of binding heavy items to light items to increase their weight, so as to change the items from floating to sinking. At this stage of operation, children can use their accumulated experience to explore ways to change the ups and downs of objects from many aspects such as weight, size and shape.
Analysis:
In the first two stages of activities, we revolved around the ups and downs of different items. Through these two stages of exploration and experiments, children found that some items sometimes sink and sometimes float, which means that the sinking and floating of items are not only related to their own quality, but also to external influences. For example, a bowl is floating when it is not filled with water, but calm when it is filled with water. Therefore, at this stage, children are more concerned about how to change the ups and downs of objects. This is not only an experiment to observe the ups and downs of objects, but an exploration to change the ups and downs of objects by trying to change their weight or volume. At this stage, children will have more opportunities to explore, and they can choose different combinations of items, which enhances their thinking before the experiment and their interest in the experiment. By trying to achieve different projects to achieve their own experimental results.
Part IV: Interesting ups and downs.
Paper boats, eggs, paper plates, foam boards ... all kinds of ups and downs have begun. Children keep increasing the number of snowflakes on paper boats, paper plates and foam boards to see who is more buoyant and who is less buoyant. It turns out that different materials have different buoyancy. Add edible salt to the clear water. You see, the originally calm eggs float. The floating height of eggs will be different with different salt content!
Analysis:
From observing the ups and downs of objects, perceiving the reasons that affect the ups and downs of objects to changing the ups and downs of objects, children understand that the ups and downs of objects are not only restricted by their own conditions, but also influenced by external factors, and have a deeper understanding of the ups and downs of objects. On this basis, we carried out various ups and downs games to help children feel the different buoyancy of different objects by increasing the weight of objects and changing the density of liquids. For example, changing the density of clean water by constantly adding edible salt can achieve the effect of ups and downs of eggs, which is very different from the previous methods of binding items and increasing the weight of objects. First of all, the object itself has not changed, only the medium-water. Through this exploration, guide children to discover that changing media can also change the ups and downs of objects. This also broadens children's thinking and provides more operation methods.
Big class science activity teaching plan "ups and downs" Chapter 4 Activity objectives:
1. Observe the ups and downs of fruits in water, and get the experience about the ups and downs of objects.
2, can simply record the experimental results.
3. Cultivate children's interest in exploration activities.
Activity preparation:
1, some fruits (apples, oranges, grapes, longan).
There are fruits and a basin of water on every table.
3. Fruit card and record card.
Activity flow:
First, take a look and feel.
Today, there are many fruit dolls in Class Two. Let's go and have a look. What fruits are there? Take the children to the table to have a look and touch. )
Fruits are children's favorite foods. These fruits are familiar to children and can better stimulate children's interest in learning. )
Second, think about it and guess.
1. These fruit dolls want to take a bath in the water. Please guess, if you put them in water, will they sink or float? (children guess. )
(guessing ideas is one of the methods commonly used in exploration activities. When children are interested in putting fruit into water, the teacher makes them think and guess, which immediately stimulates their curiosity. )
2. The teacher takes notes according to the child's guess and judgment.
(It is an important link to communicate your own guess, and it is also a form that children like. Here, I ask children to say that I will remember and record their different guesses, so that children can know that everyone's guesses are different, which can better stimulate their curiosity and lay a good foundation for the next link.
Third, give it a try and write it down.
1, the teacher asked the child to operate first and then record. First take a fruit and put it in the water to see if it floats on the water or sinks under the water, and then record it on the record card. )
(Through the conjecture in the last link, the child's curiosity and desire to explore are further stimulated and I really want to try it. So I used the operation inquiry method. Mr. Tao Xingzhi said, "Learn while doing, learn while doing, and make progress while doing". In this session, I arranged for my children to explore freely. In this exploration process, I encourage and guide children to observe, operate and experiment more. Understand the ups and downs of fruits in water, get the experience of ups and downs of objects, and map and record your own findings. )
2. Let the children talk about recording the results. The teacher demonstrated the experiment while talking, and recorded the results on the record card on the blackboard. )
3. The teacher asked the children to do the experiment again.
(Because after the first experiment, there were different experimental results, so I arranged a second experiment to let the children judge the results by experimenting again. )
4. Show me the record card.
Fourth, end the activity.
Teacher: Besides these fruits, what other fruits do you know? (The child answers freely) After inviting the child home, if mom and dad buy other fruits, what should you do if you taste them and put them in water?