After-class reflection on the activity "Who is it?"

The educational activity "Who is it?" is an activity in the theme "I play games with the air" in the middle class. It describes the characteristics of the air in the form of poetry, and the activity is also carried out in the form of language. The first link-guess, used the first paragraph of the poem to make children guess, "You can't see it, you can't touch it, you can't taste it if you stick out your tongue and lick it. Do you know what it is?" Children have many conjectures, including "air" and "wind". I didn't comment on them, but let children listen to the second and third paragraphs of the poem read aloud by the teacher and enter the second link-think about it, after listening, children's answers are different, so let children listen to the third paragraph of the poem, and now children know that the poem is about air. When I asked again what would happen without air, the child was puzzled. Cece said to herself, "Without air, how can a bird not fly?" Jiayi doesn't understand, "How can the plane fall?" At this moment, Wan Wan said, "Kites fly by the wind. How can it be air?" This child knows that it is impossible without air, but sports can't be separated from air. Young children don't understand the scientific knowledge here, and the third paragraph of the poem is also understood as "wind". In children's life experience, air and wind are not two different concepts. In order to let children know that wind is air, I randomly picked up a piece of paper and fanned the air. I want to tell children that wind is flowing air through this simple little experiment, but I don't know if children understand it. After this activity, I reflected, is this a language class or a science class? Poetry belongs to language, but here children can't feel the richness and beauty of language. Let's call it science. Is it too difficult to let children know the characteristics of air with this poem without letting them explore and discover? I think there was such a scientific activity in the old textbooks. "Knowing the air" and "The formation of the wind" were to let children discover the air everywhere and explore the flow of the air by themselves. Why not use such a good scientific textbook? Before this activity, if the science education activity of "wind formation" is carried out first, perhaps children can gain more scientific knowledge.