Feng Daban 1 Class Fun Teaching Plan Activity Objectives:
1, interested in exploring how to generate wind.
2. Find out the formation of wind and the relationship between wind size and airflow speed.
3. Express your findings in the operation experiment boldly and clearly. Goal setting is comprehensive and effective from three aspects: emotion, attitude and knowledge and skills.
Activities to be prepared
Children's operation materials: fan, book, hat, plastic bottle (with several holes on it), bricklayer, flower umbrella.
Teacher's experimental materials: one for each child, a large square fish tank, water anemometer, PPT courseware.
Life-oriented and standardized materials. The preparation is very sufficient, which can make the materials and children interact well and make the materials serve the teaching.
Activity process
First, the topic is interesting.
1, riddle derivation
Teacher: Today I guess a riddle for you: "You can't catch its body, you can't see its shadow. Sometimes it shakes branches and sometimes it pushes houses." who is it? -Wind
2, combing experience
Teacher: Have you ever felt the wind? How do you feel?
Yang: It's very cold in winter.
The teacher ran past the children and let them feel the wind.
3. Teacher's summary: It turns out that the wind is around us.
Second, explore how the wind is generated.
1, introductory information, children's first operation
Teacher: Can you make wind?
Teacher's introduction materials: mineral water bottle, fan, umbrella, paper, books.
2. Explain the operation requirements:
Try it in groups of four. What material is wind made of?
Children's operation, teachers' itinerant guidance
Teacher: What materials did you use and how did you generate the wind?
Umbrella-take it and turn it.
Books-turn them over.
Fan Fan (Teacher: Look at her hair)
Mineral water bottle-pinch it
Book-turn it over and fan it.
Masonry board-fan
3. Teacher-child communication
Teacher: What's your opinion about the wind?
Teacher: Why is it windy?
Yang: When people move, they will generate wind.
Teacher: Discuss with people around you. Why is there wind?
Yang: The more air, the stronger the wind. (air-related)
Young: cold will produce wind (related to temperature)
Third, try to produce strong winds and small winds.
1, teacher's experiment
2 fish tanks (one with water and one without water)
Teacher: There is air in a fish tank without water.
The teacher took out the mason's board and stirred it in the fish tank with water and air respectively.
-Ask a child to come up and feel it.
-Show me the crosswind.
The teacher stirred the fish tank with air, and the anemometer was placed above the fish tank to let the children feel whether there was wind.
Teacher: Why are there strong winds and small winds?
2, the second operation
How to use these materials to generate strong winds and small winds? (Same materials for the first operation)
Teacher: What materials do you use to generate strong winds and small winds?
Children's demonstration and explanation
The teacher concluded: the wind will be very strong when we are fast, and it will be very small when we are slow. It turns out that the wind is related to our speed!
Fourth, a preliminary understanding of wind energy utilization.
Teacher: Do you like the wind? Why?
Yang: It's warm and comfortable.
Teacher: Wind is more skillful!
-show PPT
Figure 1: Windmills (wind can turn windmills and spread power generation).
Figure 2: Dandelion (the wind can blow dandelion and spread seeds)
Figure 3: Sailing boat (wind can propel sailing boat and save power)
Teacher: The wind sometimes loses his temper. What happens when the wind loses its temper?
-Picture: The typhoon came and the kindergarten was destroyed.
Teacher: It turns out that when the wind loses his temper, it is also terrible! Go home and check online with mom and dad. What can stop the damage caused by the wind?
Leading questions can stimulate children's interest. Let children initially perceive the "invisible" characteristics of the wind.
Teachers use the method of experience to guide children to experience and feel the existence of the wind in the process of finding friends with the wind, to stimulate children's enthusiasm for exploration, and then to trigger children's curiosity and desire to explore the wind.
Materials can arouse children's positive interaction.
The anemometer here should be presented in time to help children feel it directly.
The setting of this link stimulates children's problem consciousness, which fully embodies a train of thought for designers to cultivate children's scientific inquiry spirit.
The design of analogy experiment makes the invisible tangible and ingenious. However, just when the teacher's summary needs to be improved most, the teacher ignores the summary: "airflow produces wind."
There is no hierarchy in the provision of secondary materials, which leads to the lack of in-depth secondary operation. Perception of low wind can make full use of anemometer.
The summary is not accurate enough. It should be said that the wind is related to the airflow speed.
The teacher pays great attention to collecting materials from the children's life experiences. But it should also be extended to tsunami, tornado and other knowledge to fully understand its harm.
There is an extension to stimulate children's desire to explore further.
Interesting teaching plan of Feng sophomore class 1. Activity goal.
1, stimulate children's desire to explore and be willing to participate in the game of exploring the wind.
2. Let children know how the wind is formed and know some uses and hazards of the wind.
3. Be able to speak boldly in front of the group, imagine positively and improve the language expression ability.
4. Develop good qualities of thinking, doing, studying hard and being happy to learn.
Second, the key and difficult points.
Understand the formation of wind, and know some uses and hazards of wind.
Third, activity preparation.
1, cartons, plastic bags, balloons, fans, books, cardboard, straws, feathers, etc.
2. Wind toys.
3. Pictures about the use and harm of wind.
Fourth, the activity process.
1, a preliminary understanding that wind is formed by airflow.
(1) Use magic boxes and plastic bags to prove the existence of air, which is around us.
(2) Show two balloons filled with air. Open 1 balloon loosely and blow it into a child's hair. Let the child talk about what he observed and lead to "wind". Through comparison, guide children to say: flowing air forms wind, and still air is not wind.
(3) Teacher's summary: Airflow forms wind.
2. Try to make artificial wind.
(1) Show the windmill and tell the children that they all want to play the game of wind, but there is no wind in the classroom. What should I do?
(2) Children can freely choose materials to make wind, and try to make wind with various materials.
(3) The teacher summarizes the methods of artificial wind making and encourages children to come up with more methods.
3. Children look at pictures, understand some uses and harms of wind in life, and guide children to look at things dialectically.
4. Game: Feathers flying. Let the children use artificial wind. Some methods make the wind, and chicken feathers float high and far.
Fifth, teaching reflection.
The new "Outline" points out that science education for children is a scientific enlightenment education, which focuses on stimulating children's cognitive interest and exploration desire, creating conditions for children as much as possible, using various senses, using hands and brains, exploring problems, solving problems and experiencing the fun of discovery. I designed this scientific inquiry activity. By using magic box to make magic, I attracted children's attention from the beginning, stimulated their interest in participating in the activity, turned their "unintentional" curiosity into "intentional" motivation for knowledge, and promoted their desire for scientific activities.
In the activity, the teacher first designed an observational, open and hierarchical question around the activity goal. For example, in the activity, the plastic bags are inflated to let the children feel that there is air around us, and balloons filled with air are scattered on the children's hair, so that the children can know through observation and comparison that the flowing air forms the wind, and the still air is not the wind. In this way, activities introduce children into the scientific atmosphere and induce their positive thinking. Secondly, the "Outline" emphasizes: "Teachers should provide rich and operable materials to provide conditions for each child to explore in a variety of senses and ways." During the activity, children choose materials to make artificial wind through the important link of "learning by doing" activity, make the windmill turn, acquire knowledge through hands-on, communication and expression, and acquire learning methods in the process. Finally, a new problem arises: how to make feathers fly? Lead children to explore in depth again, leaving room for children to explore and extend. The whole activity gives the children a relaxed atmosphere, and the teacher only acts as a supporter, encourager, collaborator and guide in the activity, listening attentively to the children's expressions and sorting out and summarizing them in time. Children will always be the main body, and new knowledge and experience will be sorted out through observation, hands-on and exploration, so that children can grow their talents in practice. Of course, in children's scientific activities, we should strengthen the cultivation of children's thinking ability, enhance children's independence and exploration, let children complete their learning tasks in a complete link, truly master scientific knowledge, enter science, and let the light of science illuminate their growth path.
Feng Daban 3 interesting lesson plans 1. Every fan has a hand.
2.； Flower, grass and tree headdress.
3.； Audio-visual poetry and movies.
Process:
1. Know where the wind comes from and know that air circulation produces wind.
1. Play with the fan to draw the wind out.
2. Discuss where the wind comes from and how it is generated.
2. Poetry appreciation "Where is the Wind".
1. Ask the name of the poem after collective appreciation. Who made friends with Feng?
2. After enjoying it, a group of people asked what the trees, flowers and grass said and what changes the wind brought to the four seasons.
3. Combine images and actions to help children understand the meaning of words. Dance, nod frequently and shake gently.
4. Enjoy the performance.
This group performs while reciting poems.
Encourage children to discuss with each other and talk about their feelings about this poem.
4. Imitate poetry.
1. Discuss who Feng will be friends with. Water, kites, windmills, boats, national flags, etc. )
2. Let children watch videos and enjoy the friends of the wind.
3. The teacher demonstrates.
4. Children's imitation.
5. Series of poems.
6. Look at the pictures and recite the poems collectively.
5. The game "Playing Windmill".
Fengda Classroom Activity Goal Interesting Teaching Plan 4:
1, perceive the characteristics of the wind and understand the causes of the wind.
2, learn to use a variety of methods to make wind.
Activity content: "fun style"
Activity preparation:
1, cardboard, straws, paper fans, balloons, books and other business materials, windmills.
2. Make courseware.
Activity flow 1. leading-in
1, teachers and children play bubbles together.
2. Question: Bubbles want to fly higher and farther. Do you have any good ideas? Teacher: I believe that after today's activities, we will find more ways!
Second, look for: perceive the wind.
Teacher: Today, the teacher also invited a special friend to play with us. Who is she? Look-(courseware shows: Feng) Sister Feng is going to play hide-and-seek with the children. Let's find out where Xifeng is hiding! (Courseware shows all kinds of cool pictures)
2. The children found the wind in the picture.
3. Summary: Sister Feng is really naughty. We can't see or touch her, but we can feel her and find her hidden figure.
Third, exploration: creating the wind.
1, the child tried to make the wind.
Teacher: Xifeng is hiding. She is tired of hiding. She fell asleep quietly ... you see, without Xifeng, the little windmills stopped. The teacher has prepared a lot of materials for everyone. Let's try it together. Use these materials to make wind and make the windmill turn happily!
Children's group operation, teachers tour guidance.
Children show how to make wind.
Teacher: The child is really capable. They can create wind in many ways. Ask children how to make wind.
Summary: We use cardboard, fans, balloons and other materials to make the air flow, and the air flow forms wind. The role of the wind can be large or small-courseware demonstration: the action diagram of the wind.
Fourth, the game: using the wind
1, Teacher: In this activity, we not only learned that wind is formed by airflow, but also created wind with our brains. How clever! Now you know how to make our bubbles fly higher and farther, right? Then let's act together!
2. Teachers and children play bubbles together.